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Dissertations / Theses on the topic 'Gender differences'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Malm, Emelie. "Gender issues in school situations : - Gender and gender differences." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13481.

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This essay takes a closer look at gender in connection to school and English as a second language. Through the works of a number of authors, the subject of gender is explained and there are explanations to how everyone takes part in the process of creating gender even as children. One section of the essay is about how teachers together with their students and colleagues can work with issues related to gender to create a more equal classroom, in order for everyone to have the same opportunities for a good future. The essay also includes a discussion of the results of a small-scale questionnaire-based research task carried out at an upper secondary school in Småland, in the south of Sweden. It investigates whether pupils at that particular school find themselves treated in different ways because of their sex. It also investigates if teachers find themselves treating their pupils differently and if so, on purpose. The reason for using a research is to connect the theory of the books to the reality in school.
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2

Bowen, Kristy Rae. "Gender differences in knowledge." Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/28868.

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3

Shields, Katin L. (Katin Lee) 1977. "Gender differences in learning." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/44588.

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Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, June 1999.
A study was conducted in order to identify the gender differences in learning. Case studies were prepared on nine undergraduate students who were enrolled in Design and Manufacturing I. Through informal meetings with the students and their professors, information was collected on the learning styles of the students. The factors that affect these different learning styles were then evaluated. The conclusions drawn are specific to the students studied, but the recommendations made can be applied to most educational environments. There is a large correlation between a student's experience and his/her ability to learn in a specific subject. The level of exposure that a student has had affects his/her confidence, which further affect his/her problem solving approaches. In order to be more effective, educators must continually evaluate the progress of their students, as individuals. Further, experimental teaching situations should be considered.
by Katin L. Shields.
S.B.
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4

Noe, Sue R. "Gender differences in aggression." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2791.

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The purpose of this study was to assess whether boys and girls differed in their type and level of aggression and their level of remorse following an aggressive act. Participants were 36 aggressive boys and 36 nonaggressive boys, and 36 aggressive and 36 nonaggressive girls. The Peer Nomination Inventory (Walder, Abelson, Eron, Banta, & Laulicht, 1961) was used to identify aggressive and nonaggressive children. A modified version of the Antisocial Behavior and Remorse Test (ABRT) (Cohen, Westerman, Hoeffer, Woolley, & Ho, 1992) was used to identify types of aggression (direct vs indirect) and feelings of remorse. A main effect was obtained for gender in that boys reported that they would be more apt to act aggressively than would girls. An expected main effect for child type (aggressive or nonaggressive children) such that aggressive children were expected to self-report more aggressive responses than nonaggressive children was supported. An expected interaction between gender and type of aggression such that boys were expected to self-report more aggressive responses for direct aggression while girls were expected to self-report more aggressive responses for indirect aggression was not supported. Both boys and girls self-reported that they would be equally likely to engage in both types of aggression. For the remorse variable, the expected main effect for gender with girls self-reporting more remorse for an aggressive act than boys was obtained, as was the main effect for child type with aggressive boys and girls self-reporting less feelings of remorse for an aggressive act than nonaggressive boys and girls.
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Ward, Melanie E. "Gender differences in academe." Thesis, University of Aberdeen, 1998. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU117541.

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This thesis focuses on consideration of gender differences in the academic profession. Analysis utilises a unique dataset, rich in its variable base, for academic staff from five old established Scottish universities during 1995-1996. These universities are institutions with a strong sense of tradition and respected research reputations. We therefore analyse the most research orientated segment of the academic profession, the established universities, arguably the most influential, as their behaviour may be an important signal to the entire profession. This study is the first systematic investigation of this sector of the labour market in the UK. It focuses on three main issues: subject specialisation and the distribution of academics across faculties; male and female salaries in academia; and the determinants of job satisfaction for academics across gender and components of job satisfaction. The analysis undertaken attempts to develop the economic literature on gender differences in a number of ways. First it analyses these issues in the context of a single profession. It attempts to replicate with British data some US findings. It undertakes for the academic profession, analysis which has previously only been undertaken at a national level. Finally, it runs analysis with a set of variables more relevant to the study of gender differences in academic than have been used in previous papers. Analysis reveals a gross gender salary differential in the order of 30% for the whole dataset, or 15% when research assistants are excluded. Gender differences in promotion opportunity, subject choice, salary affiliation, but not overall job satisfaction are uncovered, although reports of satisfaction with salary, job security and promotion prospects do vary by gender. We find evidence of the role of discrimination, individual choice and differential productivity in the explanation of gender differences uncovered.
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6

Olofsson, Jonas. "Gender differences in chemosensory function." Licentiate thesis, Umeå University, Department of Psychology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-22533.

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This thesis consists of two studies, in which gender differences in nasal chemosensory function are investigated. The first study assesses odor identification ability in a populationbased sample, varying from 45 to 90 yrs, screened for cognitive impairment and severe olfactory dysfunction. Results show that women are generally better than men at identifying odors, but there is no significant interaction of gender by age. Although odoridentification is influenced by semantic memory and cognitive speed, these cognitivefactors are unlikely to cause the observed gender difference in odor identification. The second study investigates chemosensory perception in men and women by assessing eventrelatedbrain potentials, and perceptual ratings for an odorant, which varies inconcentration and olfactory/irritating properties. The results display a generally larger cortical response in women than in men, beginning from about 350 ms after stimulus onset. Women report higher perceived intensity and npleasantness at the highest stimulus concentration, and a steeper psychophysical function, than do men. The results indicatethat stronger cortical responses of nasal chemosensory stimuli provide a neural basis for stronger supra-threshold perception in women than in men, which might enhance odor identification performance. The nature and causes of these gender-differences in nasal chemosensory function are discussed.

This thesis for the licenciate degree is based on the following studies:Larsson, M., Nilsson, L-G., Olofsson, J.K., & Nordin, S. (2004). Demographic and cognitive predictors of odor identification: Evidence from a population-based study.Chemical Senses, 29, 547-554.Olofsson, J.K., & Nordin, S. (2004). Gender differences in chemosensory perception andevent-related potentials. Chemical Senses, 29, 629-637.

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7

Thiruvadi, Sheela. "Gender Differences in Audit Committees." FIU Digital Commons, 2008. http://digitalcommons.fiu.edu/etd/75.

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Issues related to the composition of audit committees have attracted significant interest from legislators and regulators in recent years. In my dissertation, I examine one overlooked component of audit committee composition – namely, the presence of female directors on the audit committee. I empirically test to see if there are any differences in the functioning of audit committee when there is at least one female director on the audit committee. My dissertation examines three issues: audit committee diligence, audit pricing and earnings management. The absence of females on corporate boards has become the focus of legislators in some countries. Prior research, in a variety of contexts, suggests that women are in general more conservative in their judgments and decisions. The first part of my dissertation empirically shows that the presence of at least one female director on the audit committee makes the audit committee have more meetings. The second essay empirically examines if there is a positive association between audit fees and the presence of female directors in the audit committee. I posit that having a female director on the audit committee will result in higher audit fees. I find no significant evidence to show that audit fees are higher when there is a female director on the audit committee. The third part of my dissertation empirically examines if there an association between the presence of a female director on the audit committee and earnings management. I find no significant evidence to show that the presence of female directors on the audit committee constrains earnings management. Overall, the results suggest that having a female on the audit committee changes the form – if not the substance – of audit committee functioning.
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8

Rodger, Susan Christine. "Gender differences in cooperative learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0015/MQ28651.pdf.

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9

Rombach, Frederik [Verfasser], Mariacristina [Akademischer Betreuer] Musso, and Cornelius [Akademischer Betreuer] Weiller. "Gender differences in speech perception." Freiburg : Universität, 2018. http://d-nb.info/1171261721/34.

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10

Min, Hanyi. "Gender Differences in Organization Attraction." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1467377606.

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11

Hummel, Judythe A. "Gender differences of school superintendents /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604130506.

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12

KARÉGAR, ARMAN. "Gender differences in debt collection." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-300432.

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From the perspective of debt collectors, the goal of debt collection processes is to maximize the chances of a debt being repaid, while minimizing the time to repayment taking place. The purpose of this thesis is to investigate what measure that is most commonly leading to debt being repaid within 30 days. Against a background of males being overrepresented among debtors in terms of the share of the population in Sweden, the purpose has also been to use data analytics methods to explore whether the measures from debt collection companies affect males and females differently and how they affect them. Finally, the purpose has furthermore been to explore whether existing data provided by the debt collection company Visma can be used to optimize the debt collection process so that the debtors' time in it becomes as short as possible. The report has found that invoicing seems to be the measure most strongly associated with debt resolvance, suggesting that this measure is an important tool for debt collection agencies. The report has found that the measures affect males and females differently, which may be related to gender differences in attitudes to financial risk. Furthermore, it has been shown that it presumably is possible to create prediction models to know which debtors will be able to pay their debt. These models should be divided by gender as males, tend to take more risks. Lastly, machine learning and other modern tools, such as Open banking, should be used to optimize the debt collection process.
För ett inkassoföretag är målsättningen med varje indrivningsprocess att uppnå full återbetalning av skulden så snabbt som möjligt. Syftet med denna uppsats har varit att undersöka vilken åtgärd oftast som leder till att skulder återbetalas inom 30 dagar. Då män är överrepresenterade bland gäldenärer, sett till andel av befolkningen, har ett vidare syfte varit att använda dataanalysmetoder för att undersöka om åtgärderna från inkassoföretag påverkar män och kvinnor annorlunda och hur de påverkar dem. Slutligen är syftet också att se om det finns en möjlighet att använda befintliga data tillhandahålla av inkassoföretaget Visma för att optimera inkassoprocessen så att gäldenärernas tid i den blir så kort som möjligt. Rapporten har funnit att fakturering verkar vara den mest effektiva sista åtgärden som inkassobolagen har att tillgå idag. Rapporten har funnit att åtgärderna påverkar män och kvinnor annorlunda. Vidare har det visats att det förmodligen går att skapa predikteringsmodeller för att veta vilka gäldenärer som kommer att kunna betala sin skuld. Dessa modeller bör vara uppdelade på kön då män, är mer riskbenägna. Slutligen bör maskininlärning och även andra moderna redskap, såsom Open banking användas för att optimera inkassoprocessen.
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13

Jacks, Mary E. "Gender differences in sexual desire." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998jacksm.pdf.

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14

Schmid, Marianne. "Gender differences in dominance hierarchies /." Lengerich : Pabst Science Publishers, 2000. http://www.loc.gov/catdir/toc/fy0714/2003458007.html.

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15

Fiore, Angela M. "Gender differences in test anxiety." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2949.

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Thesis (M.A.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains viii, 50 p. Includes abstract. Includes bibliographical references (p. 28-34).
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16

Shawcroft, Sara R. "Gender Differences in Text Messaging." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3965.

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Text messaging is a significant social phenomenon that merits investigation. Communications theories are well suited to this type of research because text messaging serves as both mediated communication and interpersonal communication. This kind of research can also contribute to a deeper understanding of communication differences between genders. The purpose of this study was to ascertain whether there are gender differences in the use of text messaging and, if so, what the differences are. Participants for the study were recruited via convenience sampling. The sample consisted of 27 participants ages 18--35; 14 were female and 13 were male. Data were collected from the participants via the focus group approach. Two of the groups consisted of females, and two of the groups consisted of males. Transcripts of the focus group sessions were analyzed using the constant comparative approach. This approach involves continually sorting through the data, comparing categories, and analyzing the resulting information. Areas of difference between the genders include selecting recipients, gathering information, seeking entertainment (trolling), ending relationships, arguing, seeking privacy and exclusion, using text shorthand and slang, remaining alert, and using text messaging for dating. These findings provide new insight in the areas of text messaging and gender studies.
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17

Holm, Susan. "Are gender differences status differences? : coping as a model case." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ54382.pdf.

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18

Godino, Tara. "Gender differences in levels of suggestibility /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

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19

Yavas, Nermin. "Gender Differences In Product Form Perception." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607233/index.pdf.

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Product form is the principal factor that affects the consumer response. It influences the consumer preferences in many ways and affects the success of the product in the market. The response is moderated by several influences including individual tastes and preferences, personal characteristics, cultural and social context and other situational factors. The purpose of this study is to find whether gender as a personal characteristics, has an influential effect on the perception of the product form. A survey was conducted with a sample set of mobile phones. To quantify the participants&
#8217
perceptions, semantic differential method was used in which participants were asked to rate characteristics over a set of opposite adjective pairs. It is found out that, with respect to particular adjectives, responses to product form might be significantly different for males and females.
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20

Farkas, Sandra Irene. "Gender differences in science achievement tests." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26465.

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The primary intent of this study was to examine the possible role of early learning experiences in contributing to sex-related differences in selected science achievement items. The science achievement items were drawn from the 1982 BC Science Assessment on the basis of a difference in P value (percent correct) of 10% or greater between males and females. The items were administered to a group of 23 8 high school students randomly selected from three schools in the Vancouver School District. The major data base for this study was obtained through interviewing 15 students with the basic question, "Can you tell me what you were thinking when you chose your answer for question 1.. 2.. ?" The interviews were audio-taped, transcribed, and condensed into five major categories which provided the main analytical framework for the study. Among the significant findings of this study were: 1. Boys' explanations for their responses to the test items referred to considerably more informal learning experiences than girls. 2. Girls' explanations for their responses to the test items referred to considerably more formal learning experiences than boys. 3. Even though girls used more formal experiences than boys to justify their answers, their performance was still substantially lower than boys for the majority of test items. 4. Girls expressed some negative reactions to a number of test items, particularly items in the physical sciences. 5. A substantial number of girls expressed uncertainty in their responses for a number of items.None of this uncertainty appeared among the boys. The findings of this study suggest that prior experiences appear to contribute to some of the sex-related differences observed in the science achievement items. It appears from this study that informal experiences reinforce and enhance school learning and could possibly result in superior performance levels.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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21

Geering, Margo, and n/a. "Gender differences in multiple choice assessment." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20050218.141005.

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Multiple choice testing has been introduced as an assessment instrument in almost all educational systems during the past twenty years. A growing body of research seems to indicate that tests structured to a multiple choice format favour males. In the ACT, Queensland and Western Australia, a multiple choice examination known as ASAT was used to moderate student scores. Using data from the 1989 ASAT Paper 1, as well as data from the ACT Year 12 cohort of that year, an investigation was made of the items in the ASAT paper. This investigation attempted to identify specific types of questions that enabled males, on average, to perform better than females. Questions, which had a statistically significant difference between the results of males and females, were examined further. An ASAT unit was given to students to complete and their answers to a questionnaire concerning the unit were taped and analysed. The study found that males performed better, on average, than females on the 1989 ASAT Paper 1. The mean difference in the quantitative questions was much greater than in the verbal questions. A number of factors appear to contribute to the difference in performance between males and females. A statistically significant number of females study Mathematics at a lower level, which appears to contribute to females lower quantatitive scores. Females seem to be considerably more anxious about taking tests and this anxiety remains throughout a multiple choice test. Females lack confidence in their ability to achieve in tests and are tentative about "risktaking" which is an element of multiple choice tests. The language of the test and male oriented content may contribute to females' negative performance in multiple choice testing.
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22

Martin, Meisha Ann. "Explaining gender differences in salary negotiations." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001786.

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23

Schocke, Matthew Jay. "Age differences in gender-based attributions." Thesis, Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/30901.

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24

Duffel, Christy. "Racial Differences in the Gender Gap." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/336.

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The gender gap is a political phenomenon that has been observed in the electorate since the election of Ronald Reagan in 1980, with women being more Democratic and liberal than men. Many studies have examined its existence among the white public, but little has been done to document its presence among blacks. This study examines the gender gap among whites and blacks and compares the results in order to see if there is a gender gap that exists among blacks and if it is similar to that for whites. Bivariate and multivariate analyses conducted for both blacks and whites find that the documented gender gap among whites is more pervasive than that for blacks, largely because blacks are more united in their Democratic partisanship and liberal attitudes. However, there are also significant gender differences among blacks that usually are similar to and at times different from those among whites.
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de, Haast Chloe. "Gender differences and deliberate self-injury." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/370413/.

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Self-injurious behaviours are associated with long-term negative consequences for social, emotional and physical wellbeing. As such, and in order to inform the development of both treatment plans and preventive approaches, it is necessary to develop a comprehensive understanding of the a etiological factors associated with self-injury. In the first instance, literature assessing the prevalence of self-injury in adolescents was systematically assessed in order to determine the presence of gender differences. This was in response to a lack of clarity within the self-injury field as to whether there are gender differences in the prevalence of self-injurious behaviours. Thirty seven studies were included in the final review and were grouped according to the exclusion of suicidal intent and the assessment method of self-injury. Common methodological limitations across all studies are discussed, including the variation in definition and assessment of self-injury. Results suggested that female adolescents were significantly more likely to report engaging in self-injurious behaviour than males. However, it is unclear whether this finding reflects a gender bias in how self-injury is assessed, or whether there is a true difference in self-injury rates. Gender differences were also reported in both the method and function of self-injury. Recommendations are offered with respect to future research and regarding ‘gold standard’ methods of assessment. In an empirical study, we aimed to improve our understanding of the risk factors and potential functions of self-injurious females and, specifically, whether these differed by gender. Based on previous literature it was hypothesised that an insecure attachment style, either anxious or avoidant, may result in deficits in effective emotion regulation skills. As such, these individuals may become reliant on maladaptive strategies such as self-injury. Three hundred and seventy adults completed measure of attachment style, emotion dysregulation, alexithymia and self-injury. Results suggested a lifetime prevalence of 50.8%, which was notably higher than previous research findings. Furthermore, and contrary to previous research, there were no significant gender differences in prevalence. With respect to the proposed model of mediation, in females there was clear evidence to suggest that emotion dysregulation mediates the relationship between attachment insecurity and self-injurious behaviour. This has important implications for the development of effective preventative and treatment approaches for self-injury in females. In contrast, no such relationship was demonstrated in males. This suggests the need for future research efforts directed at understanding the origins and function of self-injury in males.
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Husain, Muna. "Essays on gender differences in education." Ann Arbor, Mich. : ProQuest, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3307183.

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Thesis (Ph.D. in Economics)--S.M.U.
Title from PDF title page (viewed Mar. 16, 2009). Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1454. Adviser: Daniel Millimet. Includes bibliographical references.
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Wimms, Alison Jane. "Gender Differences in Obstructive Sleep Apnea." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21632.

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The overall aim of this thesis was to understand gender differences in obstructive sleep apnea (OSA) and use this information to develop a tailored therapy for female patients. Specific aims were to determine whether gender differences commonly reported in the literature are present in mild OSA and upper airway resistance syndrome (UARS) patient groups, and whether symptoms could be linked to respiratory parameters in these groups. The final aim was to develop, test and validate a new AutoSet treatment for female OSA patients. CHAPTER 1 of this thesis provides a detailed review of gender differences in the prevalence, symptoms, clinical experience, and health outcomes of OSA and UARS patients, with a focus on the implications of different scoring rules. CHAPTER 2 reviews of quality of life questionnaires from 259 untreated patients with mild OSA. Females reported statistically significantly higher levels of sleepiness, fatigue, insomnia, and anxiety/depression compared to males. CHAPTER 3 of this thesis reviews polygraphy data from patients with mild OSA. Male patients were found to have significantly more breathing disturbances than females, however many of these difference disappeared when updated scoring criteria were used. Some weak correlations were found between respiratory parameters and symptoms; however, no clear conclusions could be drawn. CHAPTER 4 outlines the development of a new AutoSet device designed for female- specific breathing patterns. The remaining chapters (CHAPTER 5, and CHAPTER 6) of this thesis describe the testing and validation activities undertaken on the AutoSet F, including a clinical trial to test efficacy; a bench test to compare performance against other commercially available devices; a controlled product launch to validate the features of the algorithm; and finally a clinical trial which demonstrated improvements in sleep efficacy and quality of life over a three-month usage period. In summary, this thesis has shown that at the mild end of the OSA spectrum females are more symptomatic than males, even though respiratory differences in the genders are less pronounced than those described in moderate-to-severe patients. An AutoSet designed specifically for female OSA patients was successful in demonstrating efficacy and clinical effectiveness.
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Lee, Hyejung. "Auditors' gender differences and client portfolios." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/102232/1/Hyejung_Lee_Thesis.pdf.

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This study examines whether and to what extent the reported gender differences in risk tolerance and information processing influence audit related judgments and decision making. The results indicate that, on average, female auditors have less risky clients in their client portfolios than male auditors and this difference is more pronounced in the high-risk engagement context. The findings of this study suggest that while individual differences could be moderated by a set of professional norms and standards, the very implicit gender stereotypes have a recognisable effect on auditor's client risk perception.
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Kuchynka, Sophie Lois. "System Threats and Gender Differences in Sexism and Gender Stereotypes." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5720.

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In the United States, women’s persistent gains in structural power may cause backlash among those motivated to preserve the status quo. The proposed study examines the conditions that prompt men and women to endorse sexism and promote gender stereotypes. System justification theory proposes that people are motivated to justify the socio-political system that governs them and threats to the stability of their system can increase individual’s motivated defenses. I expect men to show the strongest motivated defenses when the hierarchy is threatened or viewed as unstable, because to protect group-based interests men will reinforce the legitimacy of the system through stronger endorsement of system defenses. In contrast, women will show the strongest system defenses when the hierarchy is viewed as stable, to avoid feeling trapped in an unchanging system that oppresses them. To test these ideas, 430 men and women were exposed to a gender status hierarchy that was portrayed as stable or unstable and then they responded to several measures of sexism and gender stereotypes. Support for the hypothesis was only found on one measure of gender stereotypes. Men reported more system justifying stereotypes of traditional women in the unstable condition, while women showed the opposite pattern. Exploratory results demonstrate that men’s and women’s reports of agentic stereotypes for traditional and nontraditional women depended on whether they were exposed to a stable or unstable gender hierarchy. Future directions and limitations are discussed in consideration of these exploratory findings.
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Kuchynka, Sophie. "System Threats and Gender Differences in Sexism and Gender Stereotypes." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1597535.

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In the United States, women’s persistent gains in structural power may cause backlash among those motivated to preserve the status quo. The proposed study examines the conditions that prompt men and women to endorse sexism and promote gender stereotypes. System justification theory proposes that people are motivated to justify the socio-political system that governs them and threats to the stability of their system can increase individual’s motivated defenses. I expect men to show the strongest motivated defenses when the hierarchy is threatened or viewed as unstable, because to protect group-based interests men will reinforce the legitimacy of the system through stronger endorsement of system defenses. In contrast, women will show the strongest system defenses when the hierarchy is viewed as stable, to avoid feeling trapped in an unchanging system that oppresses them. To test these ideas, 430 men and women were exposed to a gender status hierarchy that was portrayed as stable or unstable and then they responded to several measures of sexism and gender stereotypes. Support for the hypothesis was only found on one measure of gender stereotypes. Men reported more system justifying stereotypes of traditional women in the unstable condition, while women showed the opposite pattern. Exploratory results demonstrate that men’s and women’s reports of agentic stereotypes for traditional and nontraditional women depended on whether they were exposed to a stable or unstable gender hierarchy. Future directions and limitations are discussed in consideration of these exploratory findings.

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31

Doucet, Andrea. "Gender equality, gender differences and care : towards understanding gendered labour in British dual earner households." Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260429.

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32

Kuroiwa, Kelly J. "The gender-gap in educational expectations." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1236374.

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This study utilizes the 10th-12th-grade panel from the National Educational Longitudinal Study (NEIS:88) to examine the gender-gap in educational expectations. The study uses regression analysis to determine whether background, academic, social, and career variables affect educational expectations differently for males and females and whether these differences can explain the gender-gap in educational expectations. Socio-economic status and having professional career aspirations have stronger effects on educational expectations for males. However, no significant sex differences were found in the effects of academic ability and achievement, parents' expectations, or peer engagement on students' educational expectations. The results also indicate that females have higher educational expectations because they have higher academic ability and achievement; parents and peers have higher expectations for them, and they are more likely to have professional career aspirations than their male peers.
Department of Sociology
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33

Dryfhout-Ferguson, Vicki. "Gender Differences in Intentions to Leave Academia." Cincinnati, Ohio : University of Cincinnati, 2003. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1066676001.

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34

Jaramillo, Gutiérrez Ainhoa. "Gender differences in strategic and risky environments." Doctoral thesis, Universitat Jaume I, 2007. http://hdl.handle.net/10803/10362.

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We analyze experimental results obtained from the ultimatum game framed as a situation of salary negotiation. First, we frame ultimatum bargaining as a situation of salary negotiation. Second, we introduce a real task which has to be performed by employee-subjects as a consequence of accepting a given salary. We show that real effort raises salaries. In fact, this result is due to both higher salary offers by employers and higher rejection rates by employees.
Besides, we study gender differences in individual decision making under uncertainty using the lottery panel test introduced in Sabater-Grande and Georgantzís (2002). Regarding risk aversion, our results confirm that female subjects are more risk averse than males. Regarding sensitivity to risk, female subjects are less attracted than men by the linear risk premia used in the design of the four panels.
Our evidence suggests that gender and risk-related effects in ultimatum bargaining can and should be disentangled as two separate idiosyncratic dimensions. Specifically, although we confirm the broadly accepted result that females are more risk averse than males, we find that offers made by females are lower than those posted by male subjects. In fact, the gender effect becomes stronger once risk attitudes are accounted for. Gender effects are found to depend also on cultural differences. In sessions with Greek and Spanish subjects we obtain gender differences of the same sign and similar sizes, whereas British females' behavior differs from that of males only in the case of employee subjects and in the opposite direction to the gender effect reported on subjects from the two Mediterranean countries.
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35

Sabic, Norbert. "Gender differences in young peoples value preferences." Thesis, Jönköping University, Jönköping University, School of Education and Communication, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-7326.

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The main aim of this work is to discover gender differences in value orientation of today's youth, and to analyze developmental changes and ethnicity in terms of the same. The research is based on the assumption that a person’s gender identity influences his or her value orientation, thus gender stereotypes are adopted also on the level of what is preferred by the individual, or seen as important in life.

In the research participated 118 young people from the Gymnasium in Subotica. The data about gender identity and value orientation was collected by a questionnaire, which was created in favour of this research. In the first part the questionnaire offered a list of gender related traits in order to define the participant’s gender identity. The second part was a list of opposite values, which was adopted from Jensen’s research.

The results confirm the general findings of Jensen and reveal that there is significant gender effect present in adolescent’s value orientation in case of eight opposite values. It also highlights that age difference between the participants doesn’t contribute significantly to a higher or lower visible gender difference in value orientation, but conversely it shows that ethnic difference is an important factor in it.

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36

Lovén, Johanna. "Attention Modifies Gender Differences in Face Recognition." Thesis, Stockholm University, Department of Psychology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6946.

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Gender differences favoring women have been found in face recognition, and in addition to this, it has been shown that women remember more female than male faces. This own-gender effect may be a result of women directing more attention towards female faces, resulting in a better memory. The aim of this study was to assess the role of attention for gender differences in face recognition and women’s own-gender bias by dividing attention at encoding of faces. Thirty-two participants completed two recognition conditions: one where faces at presentation were fully attended and one where a second task was performed simultaneously. Women remembered more female faces than men did when encoded under full attention. This difference disappeared when attention was divided. Less attentional resources might have hindered women from using their assumed expertise processing of faces.

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37

Fowler, Kathleen M. "Gender differences in mirror-tracing task performance." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42813.

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The purpose of this research is to examine the gender differences that exist when male and female participants complete the mirror-tracing task. This task was chosen because it requires both spatial and psychomotor abilities and is unusual in the sense that it has a far higher correlation with standard spatial ability measures than do most other psychomotor tests. This research will focus on looking at gender differences in speed, accuracy, and practice effects. It will also investigate two personality traits that correlate with performance on the task: introversion and anxiety. Data will be collected from three studies: Experiment 2 of Ackerman&Cianciolo's (1999) study, Experiment 3 of Ackerman&Cianciolo's (2000) study, and Experiment 1 of Field's (1998) study. The results are expected to show that males complete the mirror-tracing task quicker than females during initial, intermediate, and final assessments; however, females will exhibit greater practice effects than males. The results are also anticipated to show there is no significant gender difference in the number of errors made during initial, intermediate, or final assessment. Finally, the number of errors made during initial assessment on the mirror-tracing task is expected to be negatively correlated with introversion and positively correlated with anxiety.
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38

Guo, Rui. "Gender Differences in Language : A Newspaper Survey." Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8025.

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39

Deeks, Elaine. "Gender differences in attitudes to prenatal testing." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396567.

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40

Hanscome, Lynda. "Gender differences in perceptions of workplace roles." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23805.pdf.

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41

Cassidy, Gale L. "Gender differences in perceived control over life." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0006/MQ32473.pdf.

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42

Jepp, Timothy Robert. "Formal task differences between gender-dominated occupations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0006/MQ36615.pdf.

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43

Shaver, Julie Christine. "Gender differences in physical health and depression." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37418.pdf.

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44

Glassford, Maureen Patricia. "Gender similarities and differences in managing conflicts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq64768.pdf.

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45

Graf, Carrie A. Driskell Robyn Bateman. "Gender differences in work and family conflict." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5055.

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46

Parker, Joshua C. "Gender differences in the motivation to learn." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Parker_J%20MITthesis%202007.pdf.

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47

Newton, Sunni Haag. "Gender differences in STEM academic career paths." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/49095.

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An investigation of several potential explanatory factors underlying the discrepant gender distributions within STEM (science, technology, engineering, and math) field positions across different higher education institution types was undertaken. Data collection consisted of a main online survey of a nationally representative sample of STEM faculty members from a variety of institution types (N = 4, 195) and a follow-up survey of a subset of main survey respondents (N = 712). Regression analyses were conducted to assess predictors of initial job preference, work hours, and WFC (work-family conflict). Family friendliness ratings of research jobs, work centrality, and rated importance of the family friendliness of various jobs during one’s initial job search predicted initial job preferences and displayed significant gender differences, so these variables are supported as explanatory factors underlying the discrepant gender distributions across institution types. In predicting work hours, the presence of dependent children was associated with significantly reduced work hours among women but not among men. Workload emerged as the only consistent significant predictor of WFC. Comparisons of respondents employed at research-focused and teaching-focused institutions revealed nonsignificant or smaller than expected differences in workload, WFC, and work centrality. These findings run counter to reported faculty beliefs that jobs at teaching-focused institutions are more family friendly than those at research-focused institutions. Women reported adjusting their work goals and habits in order to accommodate their family goals, and vice versa, more frequently than did men. Women frequently reported heightened commitments to their families, relative to those reported by men, although in some cases the predicted gender differences were not observed or were of smaller magnitude than was expected. Analyses were conducted separately for two cohort groups created by splitting the sample at year in which PhD was earned. These two cohort groups differ in meaningful ways with respect to the relationships among the variables under investigation, such that many observed gender differences were isolated to, and/or were stronger within, the group of earlier PhD earners as compared to the group of later PhD earners. These results highlight how and why male and female faculty members differ in their early career planning decisions and their behaviors and adjustments within the context of their STEM higher education career paths.
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48

Linders, Lisa M. "Gender differences in responses to differential outcomes." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19595.

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The present study examined the emotional responses of 112 dyads of same-sex friends in early and middle childhood as they competed against each other on 3 identical games, enabling each child in the pair to experience 3 outcome conditions: winning, losing, and tying. Emotional reactions were videotaped and rated for degree of enjoyment and discomfort. In addition, following the 3 games, children were individually interviewed and asked to report their levels of happiness regarding winning, losing, and tying. The social context of a dyad is more closely associated with female social interaction which tends to be egalitarian. It was hypothesized that boys' well-documented greater comfort with competition relative to girls would be attenuated in the context of a dyad. Results indicated that boys showed more comfort and enjoyment throughout the competitive process than did girls. However, both boys and girls showed equal levels of comfort and enjoyment for the win and tie outcomes, indicating boys, like girls, were also concerned with doing the same as their friend. A developmental difference was also seen as the children in middle childhood reported less happiness than the kindergarten children when they experienced the win outcome. The results are discussed in terms of the necessity of considering the social context in which competition occurs when investigating gender differences in competition.
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49

Zhou, Zhiqing. "Gender Differences in Subtypes of Workplace Aggression." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4423.

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The purpose of the current study was to categorize workplace aggression into nine subtypes based on human aggression and workplace aggression literature, and to examine gender differences in engaging in these subtypes of workplace aggression. Data collected from 366 employed students showed that a significant gender difference was found only in direct workplace aggression and there were no gender differences in the other eight workplace aggression subtypes; verbal, direct, and passive workplace aggression was more frequently used than physical, indirect and active workplace aggression, respectively. Data collected from 83 employee-supervisor pairs showed that compared to supervisors' reports, female employees' self-reports tended to be higher in all eight subtypes of workplace aggression (relational workplace aggression was excluded), while male employees' self-reports were only higher in passive workplace aggression than their supervisors' reports. Male supervisors were found to report more subordinates' verbal, direct, active, and interpersonal workplace aggression than female supervisors, and male employees were reported by their immediate supervisors to engage in more active workplace aggression. Implications, limitations and conclusions were discussed.
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50

McGuirl, Kerry Elizabeth. "Gender differences regarding the idealized sex partner." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115755.

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College student men (n = 185) and women (n = 244) rated how desirable certain characteristics are in an ideal sex partner within a long-term relationship. They reported personal beliefs and predictions about the other gender's preferences. Of the twenty-six items that comprised each measure, factor analyses yielded five subscales: Communication/Openness, Physical Attractiveness, Knowledge/Skill, Take Control, and Response/Drive. As hypothesized, men placed greater emphasis than did women on Physical Attractiveness and Response/Drive, whereas women, more than men, believed Knowledge/Skill was important. Men and women differed completely on what they thought was important to each other. Furthermore, men recognized that there were gender differences on all subscales but Knowledge/Skill, whereas women recognized gender differences on all subscales. When the actual responses of men and women were compared with the beliefs that each had about the other, results showed that both genders underestimated the importance the other placed on Communication/Openness and overestimated that of Physical Attractiveness. Results are discussed with regard to implications for counselors.
Department of Psychological Science
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