Effect of Sex Role Identity on Academic Achievement of Late Adolescents in India
About: This article is published in Journal of Social Psychology.The article was published on 1996-04-01. It has received 7 citations till now. The article focuses on the topics: Academic achievement.
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TL;DR: In this article, the similarities and differences in the cognitive moral development of business professionals and graduate business students in two countries, India and the United States, were analyzed and discussed, and Implications for ethics education in graduate business schools and professional associations were considered.
Abstract: This research focuses on the similarities and differences in the cognitive moral development of business professionals and graduate business students in two countries, India and the United States. Factors that potentially influence cognitive moral development, namely, culture, education, sex and gender are analyzed and discussed. Implications for ethics education in graduate business schools and professional associations are considered. Future research on the cognitive moral development of graduate business students and business professionals is recommended.
91 citations
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TL;DR: This paper explored how migration as "ordinary trauma" affects generations in diasporic families and how a diaspora context creates shifting gender norms, whereby South Asian fathers sometimes come to view daughters not only as future wives and/or mothers of the collective, but also as potential workers who might either maintain or even raise family class status.
Abstract: Synopsis Within the Canadian South Asian diaspora, family/work dynamics highlight the transgenerational nature of class status, social mobility and occupational identity. I draw upon feminist research on migration to analyze qualitative interviews that I conducted with South Asian Canadian girls and women between the ages of 16 and 34. Using narrative as a method, I mine subjects' stories for traces of identity work around familial occupational status, exploring how migration as “ordinary trauma” affects generations in diasporic families. I also look at how a diasporic context creates shifting gender norms, whereby South Asian fathers sometimes come to view daughters not only as future wives and/or mothers of the collective, but also as potential workers who might either maintain or even raise family class status.
19 citations
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TL;DR: The authors investigated the effects of instruction in stylistic and thematic approaches on students' achievement in poetic literature and determined the moderating effect of gender on students’ achievement in poetry.
Abstract: This study investigated the effects of instruction in stylistic and thematic approaches on students’ achievement in poetic literature It also determined the moderating effect of gender on students’ achievement in poetry The study adopted pretest, post test, control group quasi-experimental design The participants in the study were SS11 students in Akure metropolis The subjects were randomly assigned to two experimental groups and one control group The instruments used were Students’ Achievement Test in Poetry (r=075), Instructional Guide on Stylistic Approach, Instructional Guide on Thematic Approach, Instructional Guide on the Convention Lecture Method, and Teaching Observational Scale Three hypotheses were tested at the 05 alpha levels Data were analyzed using means, standard deviation, Analysis of Covariance (ANCOVA) and Scheffe post hoc test Findings revealed that there was significant main effect of treatment on students’ achievement in poetry (F (2,125) =25915; P 05 The interaction effect of treatment and gender on students’ achievement in poetry was, however, not significant (F(2,125=577; P>05) Based on these findings, it is recommended that teachers should adopt stylistic and thematic approaches in the teaching of poetry in particular and literature in general
7 citations
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TL;DR: In this article, the influence of the teachers attitude and gender factor on the academic performance of the primary schools pupils was examined, which indicated that there exists a significant relationship between teachers' attitude and pupils' performance in primary science.
Abstract: Teachers are regarded as the basic tools in education and curriculum implementations. The quality of any nation’s education is determined by the qualities of the teachers and their attitude to the profession. This paper seeks to examine the influence of the teachers’ attitude and gender factor on the academic performance of the primary schools pupils. Fifty science teachers were randomly selected from seventy (70) primary schools out of the ninetyseven (97) primary schools in ondo west local Government in ondo state and two hundred pupils were randomly selected and used for the same study. Two instruments were used to collect data, the Teachers’ attitude questionnaire (TAQ) and Primary science achievement test (PSAT) .The research design adopted for this study was survey design. The reliability of the instrument was 0.78 and 0.84 by using crombach alpha and k-21 respectively. Pearson moment product correlation coefficient was used to analyze the instruments. The result indicated that there exists a significant relationship between teachers’ attitude and pupils’ performance in primary science. The result also indicated that there exists no significant relationship between the performance of pupils taught by male and female teachers in primary science. Recommendations were made on how to promote further development of primary science teaching and learning in Nigeria. Key words : Attitude, Gender, Performance, Nigeria
6 citations
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TL;DR: In this article, the role of Masculinity, Femininity, Gender Role Attitude and Daily Hassles as predictors of Subjective Well-being in 400 college students of Kolkata were determined.
Abstract: Gender asymmetry in psychiatric illness is attributed to gender role stereotypes and differences in stressors. However, less emphasis is placed on the contribution of gender role stereotypes and stressors in relation to wellness, especially in India. The present article reports two studies in this context. Study 1 attempted to determine the role of Masculinity, Femininity, Gender Role Attitude and Daily Hassles as predictors of Subjective Well-being in 400 college students of Kolkata. They were administered the GHQ-28, Presumptive Stressful Life Events Scale, Subjective Well-being Scale, Indian Gender Role Identity Scale, Sex Role Attitude Scale and a Daily Hassles Scale. Step-wise Regression Analysis revealed that Masculinity and Daily Hassle were the best predictors of Subjective Well-being for both sexes. In Study 2, in addition to the above scales, Beck Depression Inventory and State Trait Anxiety Inventory were administered on 100 female and male psychiatric patients suffering from dysthymia, anxiety disorders and somatoform disorders, and 100 healthy counterparts. Step-wise Regression Analysis revealed that for the patient sample only Masculinity was a predictor of wellness. For the healthy counterpart, Masculinity and Hassle were the strongest predictors, thereby supporting Study 1. Women and men within the patient and the healthy groups revealed similar predictors. Thus, not sex per se, but masculinity in identity emerged as the common crucial factor determining wellness. The findings are explained in terms of Masculinity hypothesis within the Indian cultural context.
1 citations
References
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TL;DR: A new sex-role inventory is described that treats masculinity and femininity as two independent dimensions, thereby making it possible to characterize a person as masculine, feminine, or "androgynous" as a function of the difference between his or her endorsement of masculine and feminine personality characteristics.
Abstract: This article describes the development of a new sex-role inventory that treats masculinity and femininity as two independent dimensions, thereby making it possible to characterize a person as masculine, feminine, or "androgynous" as a function of the difference between his or her endorsement of masculine and feminine personality characteristics. Normative data are presented, as well as the results of various psychometric analyses. The major findings of conceptual interest are: (a) the dimensions of masculinity and femininity are empirically as well as logically independent; (6) the concept of psychological androgyny is a reliable one; and (c) highly sex-typed scores do not reflect a general tendency to respond in a socially desirable direction, but rather a specific tendency to describe oneself in accordance with sex-typed standards of desirable behavior for men and women. Both in psychology and in society at large, masculinity and femininity have long been conceptualized as bipolar ends of a single continuum; accordingly, a person has had to be either masculine or feminine, but not both. This sex-role dichotomy has served to obscure two very plausible hypotheses: first, that many individuals might be "androgynous" ; that is, they might be both masculine and feminine, both assertive and yielding, both instrumental and expressive—depending on the situational appropriateness of these various behaviors; and conversely, that strongly sex-typed individuals might be seriously limited in the range of behaviors available to them as they move from situation to situation. According to both Kagan (1964) and Kohlberg (1966), the highly sex-typed individual is motivated to keep his behavior consistent with an internalized sex-role standard, a goal that he presumably accomplishes by suppressing any behavior that might be con
7,650 citations
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TL;DR: In this article, auteur tente d'expliquer pourquoi l'on constate des effets differentiels du sexe on la performance scolaire a l'aide d'une enquete menee sur 1688 sujets âges de 11 a 13 ans.
Abstract: L'auteur tente d'expliquer pourquoi l'on constate des effets differentiels du sexe sur la performance scolaire a l'aide d'une enquete menee sur 1688 sujets âges de 11 a 13 ans. Les resultats montrent que l'explication a priori fournie jusqu'alors (differences dans l'identification au role sexuel) repose sur des bases empiriques serieuses mais que cette explication n'est pas suffisante
105 citations
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TL;DR: Masculinity emerged as a beneficial constellation of traits for both males and females, correlating negatively with achievement conflicts and stress symptoms, and positively with mastery and work, and it was suggested that, in the future, research inspired by an ideal conception of adult behavior confront the ideal directly rather than describe it in terms of the traditional concepts of masculinity and femininity.
Abstract: Spence and Helmreich's (1978) claim that individual differences in four components of achievement motivation (mastery, work, competitiveness, and personal unconcern) are attributable to masculinity and femininity rather than to gender was generally supported, with one exception: Masculinity was associated with competitiveness for males but not for females. Furthermore, competitive women were more likely than noncompetitive women to have mental and physical health problems, but there was no such difference for males. In general, masculinity emerged as a beneficial constellation of traits for both males and females, correlating negatively with achievement conflicts and stress symptoms, and positively with mastery and work. Femininity, on the other hand, appeared to be a detrimental cluster of traits for both sexes, at least in terms of academic performance and health. Implications for the controversial concept of androgyny were discussed, and it was suggested that, in the future, research inspired by an ideal conception of adult behavior confront the ideal directly rather than describe it in terms of the traditional concepts of masculinity and femininity. Any such research effort will have to deal with the pivotal role of competitiveness.
48 citations
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