The Influence of Masculine, Feminine, and Neutral Tasks on Children's Achievement Behavior, Expectancies of Success, and Attainment Values

Stein, Aletha Huston; Pohly, Sheila Rimland; Mueller, Edward A.

doi:10.2307/1127075

Cited by 68 publications

(5 citation statements)

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“…their degree of social acceptance, personal competence (Horn & Hasbrook, 1986. Peer acceptance and popularity is linked to athletes' involvement at this age, especially for boys (Stein et al, 1971;Buchanan et al, 1976). One can argue that these young athletes may contemplate excelling in sport as an instrumental way to attain popularity among their teammates.…”

Section: Discussionmentioning

confidence: 99%

Moral Atmosphere and Athletic Aggressive Tendencies in Young Soccer Players

Guivernau¹,

Duda²

2002

Journal of Moral Education

108

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Section: Discussionmentioning

confidence: 99%

Moral Atmosphere and Athletic Aggressive Tendencies in Young Soccer Players

Guivernau¹,

Duda²

2002

Journal of Moral Education

108

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“…Self-confidence among women has been found to be partially based upon comparisons of their own ability with that of others (Lenney, Gold, & Browning, 1983;Sleeper & Nigro, 1987). Female-typed jobs (Deaux & Emswilier, 1974;Stein, Pohly, & Mueller, 1971) and clear tasks (Crandall, 1969;Lenney, 1977) have been found to be correlated with self-confidence and positive self-evaluations among women. These findings suggest that low self-confidence can represent a response to the environment.…”

Section: Personality Traitsmentioning

confidence: 99%

Gender and power in organizations: A longitudinal perspective.

Ragins

Sundstrom²

1989

Psychological Bulletin

538

405

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This article advances a longitudinal, resource development model of power in organizations and uses it to organize a review of empirical research and related theory concerning differences between the genders in power. The review incorporates four levels of analysis-social-systems, organizational, interpersonal, and individual-and emphasizes the accumulation of resources for power at critical career transitions. Research reveals a consistent difference favoring men in accessibility to, and utility of, resources for power. It suggests that the processes involved in the development of power differ for men and women and that the path to power for women resembles an obstacle course. Implications are discussed.This article provides a review of the research literature concerning differences between men and women in power in organizations and explores reasons behind these differences. It proposes a framework for analysis and examines empirical research and theory concerning societal, organizational, interpersonal, and individual factors related to power from a longitudinal perspective.In comparison with men, women occupy proportionately fewer positions of power in organizations, especially in the highest ranks. Women tend to be concentrated in lower ranks (F. D. Blau & Ferber, 1987; U.S. Department of Labor, 1979 and are underrepresented in relatively powerful managerial positions (Brown

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“…This tendency for boys to be more influenced by sex-role standards was substantiated in an investigation of sixth graders (Stein, Pohly, & Mueller, 1971). On paper and pencil tasks labeled masculine, feminine, and neutral, boys spent the most time on the masculine activity, an intermediate amount of time on the sex-neutral activity, and the least time on the feminine task.…”

Section: The Development Of Sex-role Standardsmentioning

confidence: 83%

The Influence of Reading Content on Students' Perceptions of the Masculinity or Femininity of Reading

Kelly

1986

Journal of Reading Behavior

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This study examined the effect of the content of reading material on students' perceptions of reading as masculine or feminine. Students in this study included 492 pupils (255 females, 237 males) from two suburban school districts. Students were enrolled in kindergarten, grades 2,4, 6, 8, and high school. Students were shown a slide presentation consisting of 60 slides depicting various children's activities including the following reading activities: reading a book, a TV Guide, a mystery book, the newspaper comics, a science book, a dictionary, an animal book, a running book, and a poetry book. The reading slides were interwoven among nonreading activity slides to mask the emphasis of the study. In the slides, only the hands of the children were shown to prevent identification of the child in each slide as male or female. As each slide was shown, students were directed to respond by circling either "boy" or "girl" on their answer sheets. The total responses of "boy"for each reading item were analyzed for male, female, and total students. The percentages of responses of "boy" were generated and chi square analyses were conducted to determine differences between "boy" versus "girl" responses. The data indicated that the content of the reading material affected students' responses. Depending on the sex and grade level of the students, some reading items were viewed as masculine, some as feminine, and one as equally masculine and feminine. The specific content of the reading materials influenced the way in which reading was perceived.During the last fifty years, reading research in the United States has indicated that there are sex differences in reading. In several reading readiness studies and reading achievement studies, sex differences favoring girls have been documented (

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The Influence of Masculine, Feminine, and Neutral Tasks on Children's Achievement Behavior, Expectancies of Success, and Attainment Values

Cited by 68 publications

References 0 publications

Moral Atmosphere and Athletic Aggressive Tendencies in Young Soccer Players

Moral Atmosphere and Athletic Aggressive Tendencies in Young Soccer Players

Gender and power in organizations: A longitudinal perspective.

The Influence of Reading Content on Students' Perceptions of the Masculinity or Femininity of Reading

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