Dataset Information

Establishing the content of gender stereotypes across development.

ABSTRACT: Gender stereotypes shape individuals' behaviors, expectations, and perceptions of others. However, little is known about the content of gender stereotypes about people of different ages (e.g., do gender stereotypes about 1-year-olds differ from those about older individuals?). In our pre-registered study, 4,598 adults rated either the typicality of characteristics (to assess descriptive stereotypes), or the desirability of characteristics (to assess prescriptive and proscriptive stereotypes) for targets who differed in gender and age. Between-subjects, we manipulated target gender (boy/man vs. girl/woman) and target age (1, 4, 7, 10, 13, 16, or 35). From this, we generated a normed list of descriptive, prescriptive, and proscriptive gender-stereotyped characteristics about people across the early developmental timespan. We make this archive, as well as our raw data, available to other researchers. We also present preliminary findings, demonstrating that some characteristics are consistently ungendered (e.g., challenges authority), others are gender-stereotypic across the early developmental timespan (e.g., males from age 1 to 35 tend to be dirty), and still others change over development (e.g., girls should be submissive, but only around age 10). Implications for gender stereotyping theory-as well as targets of gender stereotyping, across the lifespan-are discussed.

SUBMITTER: Sullivan J

PROVIDER: S-EPMC9275684 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature

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Establishing the content of gender stereotypes across development.

Sullivan Jessica J Ciociolo Angela A Moss-Racusin Corinne A CA

PloS one 20220712 7

Gender stereotypes shape individuals' behaviors, expectations, and perceptions of others. However, little is known about the content of gender stereotypes about people of different ages (e.g., do gender stereotypes about 1-year-olds differ from those about older individuals?). In our pre-registered study, 4,598 adults rated either the typicality of characteristics (to assess descriptive stereotypes), or the desirability of characteristics (to assess prescriptive and proscriptive stereotypes) for ...[more]

PMID: 35819934

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Project description:BACKGROUND:Snapchat has seen one of the most rapid, and unprecedented, growths in the history of social networking sites and social media with 3 billion Snapchats sent daily. In 2015, Snapchat introduced a new feature, Snapchat Discover, providing a unique way for publishers, such as magazines, to connect their content to Snapchat users. OBJECTIVE:This study aimed to evaluate qualitatively the health-related content distributed among male-focused and female-focused Discover channels and to determine whether differences exist between the content posted to these channels. METHODS:Magazine Discover channels with male and female target audiences were identified based on the magazine's claimed audience and a search of Snapchat Discover's magazine publishers, resulting in the selection of two male-focused and two female-focused channels. Stories were collected daily from each of the selected channels during a 4-week period. Using the constant comparative method, 406 Discover stories were collected and analyzed. RESULTS:Differences in health content coverage existed between male- and female-focused channels. General health stories from male channels comprised 7.5% (10/134) of total stories compared with 22.8% (62/272) for female channels. Sexual health stories from male channels comprised 3.0% (4/134) of total stories compared with 18.8% (51/272) for female channels. Moreover, female-focused channels' content was more comprehensive. Female audiences were portrayed as being health information seekers, concerned with sexual health and male satisfaction, primarily responsible for contraception and pregnancy prevention, and less informed about sex. Male audiences were portrayed as being less likely to seek health information, obsessed with and driven by sex, and less concerned with sexual health. CONCLUSIONS:Understanding the content shared to social media is important, especially when considering the implications content may have for behavior. In terms of content, these findings suggest Discover channels appear to promote gender stereotypes and norms for health and sexual health through the information posted.

Project description:Stereotypes of girls having weaker mathematical abilities than boys (math-gender stereotypes) are one factor reducing women's representation in mathematics. Teachers, as powerful socializers, often hold math-gender stereotypes. Reducing math-gender stereotypes in (student) teachers thus may foster women's representation in mathematics. Yet knowing the stereotypes' underlying assumptions is crucial to reducing it. Do math-gender stereotypes reflect elaborate, disproven theories about gender differences in math, meaning math-gender misconceptions? And if so, which math-gender misconceptions are behind math-gender stereotypes? This is the focus of the present research. The relevant literature implies the existence of three distinct misconceptions: (1) empathizing-systemizing ("As girls think rather empathically and boys think rather systematically, boys are on average more talented in math than girls"), (2) girls' compensation ("To achieve equally good grades in mathematics, boys have to make less effort because they are more talented than girls are"), and (3) girls' non-compensability ("Despite their on average stronger effort, girls are normally less proficient in math than boys"). We assessed these misconceptions in a student teacher sample (N = 303) using our newly developed Math-Gender Misconceptions Questionnaire. Our results offer support for the expected three-factor structure of math-gender misconceptions. All three math-gender misconceptions showed good to acceptable scale reliabilities. On average, preservice teachers did not hold (strong) math-gender misconceptions. But a subgroup of 48.2% of preservice teachers held at least one of the three misconceptions. The empathizing-systemizing misconception was the most prevalent (32.0%) among the three misconceptions. Descriptively, endorsing the math-gender stereotype correlated most strongly with the empathizing-systemizing (r = 0.43) and the girls' compensation misconception (r = 0.44). This may indicate that especially these two misconceptions partly underlie math-gender stereotypes. As a consequence, refutation instructions designed to reduce these misconceptions may be a promising method to weaken math-gender stereotypes. Further research is needed to investigate to what degree reducing the present misconceptions is related to reducing math-gender stereotypes. Hence, this study is the first one of a planned series of studies on the relation between math-gender misconceptions and math-gender stereotypes.

Dataset Information

Establishing the content of gender stereotypes across development.

Publications

Establishing the content of gender stereotypes across development.

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