Abstract:Although men and women help others, there are systematic gender differences in the type of helping they perform. Consistent with traditional gender roles and stereotypes, men typically help in agentic ways, and women typically help in communal ways. Drawing on the Theory of Planned Behavior, the Gender Roles Inhibiting Prosociality model predicts that gender stereotypes about gender-inconsistent helping create negative attitudes, restrictive subjective norms, and low self-efficacy that undermine helping intent… Show more
“…Lo antes señalado, es evidenciado en la investigación de Esparza-Reig et al ( 2021), en donde se señala que las mujeres poseen mayores grados de conducta prosocial en comparación con los hombres. En el mismo sentido, los hallazgos de esta investigación son similares en relación a lo expuesto por Atkinson et al (2021), Muñoz-Silva et al (2020 y Van Lange et al ( 2018), de las cuales emergen nuevas consideraciones que pueden enriquecer este trabajo, producto del reconocimiento de las interacciones entre factores socio-genéticos y las conductas prosociales.…”
Section: Discussionunclassified
“…Ahora bien, la prosocialidad guarda hilos conectores con otras variables como la madurez personal, el desarrollo profesional, la autoeficacia, la empatía y el bienestar (Atkinson et al, 2021). Bajo este escenario, es preciso señalar que su entendimiento y práctica amerita un acercamiento desde el pensamiento complejo, pues exhibe características dialógicas, recursivas y hologramáticas.…”
Section: Introductionunclassified
“…Sobre todo, en contextos universitarios, producto de los desafíos que constituyen dicha etapa de la vida (Zuffiano et al, 2018). En este sentido, el comportamiento prosocial se caracteriza por los eventos experimentos en edad temprana y, en particular, aquellos desarrollados durante la juventud (Atkinson et al, 2021). Ahora bien, el comportamiento prosocial influye en todos los ámbitos del ser humano, afectando de manera positiva o negativa lo que podría ser considerado como éxito profesional.…”
The purpose of this research study is to describe the attitudes that constitute prosocial skills from the perspective of social responsibility in university students by assessing their sociodemographic characteristics. An instrument is applied to a non-probabilistic sample of 382 participants and an exploratory factorial analysis is conducted. An instrument for Chilean students is proposed and statistically significant differences are examined according to their sociodemographic characteristics. The results show that students have high development of attitudes linked to prosocial skills. In addition, the only differences found are in relation to gender and years of study in higher education. Future research should assess cultural background while examining the implications of the research subject's characteristics. In conclusion, universities must apply educational policies to enhance a transformative teaching that implements empathic, supportive, altruistic, and socially responsible initiatives.
“…Lo antes señalado, es evidenciado en la investigación de Esparza-Reig et al ( 2021), en donde se señala que las mujeres poseen mayores grados de conducta prosocial en comparación con los hombres. En el mismo sentido, los hallazgos de esta investigación son similares en relación a lo expuesto por Atkinson et al (2021), Muñoz-Silva et al (2020 y Van Lange et al ( 2018), de las cuales emergen nuevas consideraciones que pueden enriquecer este trabajo, producto del reconocimiento de las interacciones entre factores socio-genéticos y las conductas prosociales.…”
Section: Discussionunclassified
“…Ahora bien, la prosocialidad guarda hilos conectores con otras variables como la madurez personal, el desarrollo profesional, la autoeficacia, la empatía y el bienestar (Atkinson et al, 2021). Bajo este escenario, es preciso señalar que su entendimiento y práctica amerita un acercamiento desde el pensamiento complejo, pues exhibe características dialógicas, recursivas y hologramáticas.…”
Section: Introductionunclassified
“…Sobre todo, en contextos universitarios, producto de los desafíos que constituyen dicha etapa de la vida (Zuffiano et al, 2018). En este sentido, el comportamiento prosocial se caracteriza por los eventos experimentos en edad temprana y, en particular, aquellos desarrollados durante la juventud (Atkinson et al, 2021). Ahora bien, el comportamiento prosocial influye en todos los ámbitos del ser humano, afectando de manera positiva o negativa lo que podría ser considerado como éxito profesional.…”
The purpose of this research study is to describe the attitudes that constitute prosocial skills from the perspective of social responsibility in university students by assessing their sociodemographic characteristics. An instrument is applied to a non-probabilistic sample of 382 participants and an exploratory factorial analysis is conducted. An instrument for Chilean students is proposed and statistically significant differences are examined according to their sociodemographic characteristics. The results show that students have high development of attitudes linked to prosocial skills. In addition, the only differences found are in relation to gender and years of study in higher education. Future research should assess cultural background while examining the implications of the research subject's characteristics. In conclusion, universities must apply educational policies to enhance a transformative teaching that implements empathic, supportive, altruistic, and socially responsible initiatives.
“…Despite the positive nature of helping, previous research shows that our participation in these behaviors is regulated by social norms, with a variety of factors promoting or hindering helping engagement. In particular, numerous studies demonstrate that gender roles shape the way people help others, showing that people usually perform gender-consistent helping-assistance in line with gender roles-and shy away from gender-inconsistent helpingassistance at odds with gender roles (e.g., Atkinson et al, 2021;Eagly, 2009;Eagly & Crowley, 1986). For instance, research suggests that it is highly male-stereotypic to help someone with yard work or household repairs, so it would be gender-consistent for a man to help in this way and gender-inconsistent for a woman to help in this way (Atkinson et al, 2021).…”
mentioning
confidence: 99%
“…In particular, numerous studies demonstrate that gender roles shape the way people help others, showing that people usually perform gender-consistent helping-assistance in line with gender roles-and shy away from gender-inconsistent helpingassistance at odds with gender roles (e.g., Atkinson et al, 2021;Eagly, 2009;Eagly & Crowley, 1986). For instance, research suggests that it is highly male-stereotypic to help someone with yard work or household repairs, so it would be gender-consistent for a man to help in this way and gender-inconsistent for a woman to help in this way (Atkinson et al, 2021). Moreover, the same research indicates that it is highly female-stereotypic to help someone choose what to wear for a job interview or first date, meaning that it would be gender-consistent for a woman to engage in this type of helping but gender-inconsistent for a man to do so (Atkinson et al, 2021).…”
Men and women typically help others in gender stereotypic ways (gender-consistent helping), but how might people judge helpers who do so in counter-stereotypic ways (gender-inconsistent helping)? Most of the time helpers are viewed favorably, but behaviors that deviate from gender stereotypes tend to elicit social sanctions from others. Thus, gender-inconsistent helping presents a paradox wherein people may anticipate facing negative judgments from others despite helping being a positive, prosocial act. Across three experiments (two pre-registered), participants provided their own (Studies 1–3) and normative (Studies 2–3) evaluations of gender-consistent and gender-inconsistent helpers. Taken together, results revealed that participants expected other people to evaluate gender-inconsistent helpers less favorably than gender-consistent helpers (Hypothesis 1), and less favorably than they actually did themselves (Hypothesis 2). These findings show that gender-inconsistent helping is less susceptible to backlash than people think, and instead suggest that pluralistic ignorance could be a barrier to gender-inconsistent helping, if people fear that others’ judgments of gender-inconsistent helpers are harsher than their own. Our results highlight novel opportunities for addressing persistent occupational gender segregation in prosocial contexts (by confronting pluralistic ignorance), which could subsequently enhance gender equality more broadly.
Understanding academic gender gaps is difficult because gender-imbalanced fields differ across many features, limiting researchers' ability to systematically study candidate causes. In the present preregistered research, we isolate two potential explanations-brilliance beliefs and fixed versus growth intelligence mindsets-by comparing two fields that have inverse gender gaps and historic and topical overlap: philosophy and psychology. Many more men than women study philosophy and vice versa in psychology, with disparities emerging during undergraduate studies. No prior work has examined the contributions of both self-perceptions of brilliance and fixed versus growth mindsets on choice of major among undergraduate students. We assessed field-specific brilliance beliefs, brilliance beliefs about self, and mindsets, cross-sectionally in 467 undergraduates enrolled in philosophy and psychology classes at universities in the United States and Canada via both in-person and online questionnaires. We found support for the brilliance beliefs about the self, but not mindset, explanation. Brilliance beliefs about oneself predicted women's but not men's choice of major. Women who believed they were less brilliant were more likely to study psychology (perceived to require low brilliance) over philosophy (perceived to require high brilliance). Findings further indicated that fixed versus growth mindsets did not differ by gender and were not associated with major. Together, these results suggest that internalized essentialist beliefs about the gendered nature of brilliance are uniquely important to understanding why men and women pursue training in different academic fields.
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