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Journal articles on the topic 'Gender roles'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Bartel, Heike. "Arctic rolls and gender roles." Journal of Romance Studies 20, no. 2 (June 2020): 225–48. http://dx.doi.org/10.3828/jrs.2020.14.

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2

Jones, Marcus D., and Charles H. Rowell. "Gender and Gender Roles." Callaloo 27, no. 1 (2004): 81–85. http://dx.doi.org/10.1353/cal.2004.0023.

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3

Chin, Jeffrey. "Gender Roles." Simulation & Gaming 23, no. 1 (March 1992): 110–15. http://dx.doi.org/10.1177/1046878192231010.

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4

Eisend, Martin. "Gender Roles." Journal of Advertising 48, no. 1 (January 2019): 72–80. http://dx.doi.org/10.1080/00913367.2019.1566103.

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5

Казакбаева, А., and А. Садуллаева. "Gender roles in STEM." Ренессанс в парадигме новаций образования и технологий в XXI веке 1, no. 1 (November 22, 2023): 528–30. http://dx.doi.org/10.47689/xxia-ttipr-vol1-iss1-pp528-530.

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This article discusses the importance of introducing educational programs for preschool children to master basic knowledge of science, technology, engineering and mathematics (STEM knowledge). It is proven that teaching STEM knowledge to pre-school children gives them great potential for further development in primary and secondary school. When revealing the subject of STEM knowledge for preschoolers and the gender aspects of its successful teaching, it is concluded that, along with the preparation of such educational programs, it is necessary to develop the special knowledge of boys and girls.
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6

Murray, Stephen O. "Gender-Mixing Roles, Gender-Crossing Roles, and the Sexuality of Transgendered Roles." Reviews in Anthropology 31, no. 4 (January 2002): 291–308. http://dx.doi.org/10.1080/00988150214747.

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7

Sailors, Pam R. "Gender Roles Roll." Sport, Ethics and Philosophy 7, no. 2 (November 9, 2012): 245–58. http://dx.doi.org/10.1080/17511321.2012.737012.

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8

&NA;. "GENDER ROLES/WORLDVIEWS." Journal of Christian Nursing 10, no. 3 (1993): 42–45. http://dx.doi.org/10.1097/00005217-199310030-00012.

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9

Burgess, Norma J. "Gender Roles Revisited." Journal of Black Studies 24, no. 4 (June 1994): 391–401. http://dx.doi.org/10.1177/002193479402400402.

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10

Goldblatt, Hadass, and Eli Buchbinder. "Challenging Gender Roles." Journal of Social Work Education 39, no. 2 (April 2003): 255–75. http://dx.doi.org/10.1080/10437797.2003.10779135.

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11

Fernández, Juan, Mª Ángeles Quiroga, Isabel del Olmo, Javier Aróztegui, and Arantxa Martín. "Objective Assessment of Gender Roles: Gender Roles Test (GRT-36)." Spanish journal of psychology 14, no. 2 (November 2011): 899–911. http://dx.doi.org/10.5209/rev_sjop.2011.v14.n2.36.

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This study was designed to develop a computerized test to assess gender roles. This test is presented as a decision-making task to mask its purpose. Each item displays a picture representing an activity and a brief sentence that describes it. Participants have to choose the most suitable sex to perform each activity: man or woman. The test (Gender Roles Test, GRT-36) consists of 36 items/activities. The program registers both the choices made and their response times (RTs). Responses are considered as stereotyped when the chosen sex fits stereotyped roles and non-stereotyped when the chosen sex does not fit stereotyped roles. Individual means (RTs) were computed for stereotyped and non-stereotyped responses, differentiating between domestic and work spheres. A “D” score, reflecting the strength of association between activities and sex, was calculated for each sphere and sex. The study incorporated 78 participants (69% women and 31% men) ranging from 19 to 59 years old. The results show that: (a) reading speed does not explain the variability in the RTs; (b) RTs show good internal consistency; (c) RTs are shorter for stereotyped than for neutral stimuli; (d) RTs are shorter for stereotyped than for non-stereotyped responses. Intended goals are supported by obtained results. Scores provided by the task facilitate both group and individual detailed analysis of gender role, differentiating the gender role assigned to men from that assigned to women, at the domestic and work spheres. Obtained data fall within the scope of the genderology and their implications are discussed.
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12

Ruiz Cecilia, Raúl, and Maria Aurelia Ramírez Castillo. "Gender Roles in Coeducation." International Journal of Learning: Annual Review 12, no. 6 (2006): 239–44. http://dx.doi.org/10.18848/1447-9494/cgp/v12i06/47904.

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13

Knoll, Silke, Martin Eisend, and Josefine Steinhagen. "Gender roles in advertising." International Journal of Advertising 30, no. 5 (January 2011): 867–88. http://dx.doi.org/10.2501/ija-30-5-867-888.

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14

Thompson, Linda, and J. Lipman-Blumen. "Gender Roles and Power." Family Relations 34, no. 3 (July 1985): 443. http://dx.doi.org/10.2307/583587.

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15

Sagrestano, Lynda. "Gender: Stereotypes and Roles." Psychology of Women Quarterly 17, no. 3 (September 1993): 358–60. http://dx.doi.org/10.1177/036168439301700302.

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16

Ellen Hartigan-O'Connor. "Gender Roles and Revolutions." Reviews in American History 38, no. 3 (2010): 431–36. http://dx.doi.org/10.1353/rah.2010.0017.

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17

Eisenchlas, Susana A. "Gender Roles and Expectations." SAGE Open 3, no. 4 (October 7, 2013): 215824401350644. http://dx.doi.org/10.1177/2158244013506446.

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18

D’Acunto, Francesco, Ulrike Malmendier, and Michael Weber. "Gender roles produce divergent economic expectations." Proceedings of the National Academy of Sciences 118, no. 21 (May 18, 2021): e2008534118. http://dx.doi.org/10.1073/pnas.2008534118.

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Expectations about economic variables vary systematically across genders. In the domain of inflation, women have persistently higher expectations than men. We argue that traditional gender roles are a significant factor in generating this gender expectations gap as they expose women and men to different economic signals in their daily lives. Using unique data on the participation of men and women in household grocery chores, their resulting exposure to price signals, and their inflation expectations, we document a tight link between the gender expectations gap and the distribution of grocery shopping duties. Because grocery prices are highly volatile, and consumers focus disproportionally on positive price changes, frequent exposure to grocery prices increases perceptions of current inflation and expectations of future inflation. The gender expectations gap is largest in households whose female heads are solely responsible for grocery shopping, whereas no gap arises in households that split grocery chores equally between men and women. Our results indicate that gender differences in inflation expectations arise due to social conditioning rather than through differences in innate abilities, skills, or preferences.
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19

Havlin, Tetiana. "Shift in social order – shift in gender roles? Migration experience and gender roles." Current Issues in Personality Psychology 3 (2015): 185–91. http://dx.doi.org/10.5114/cipp.2015.53229.

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20

Gordic-Petkovic, Vladislava. "Gender roles and gender stereotypes in teaching literature." Temida 15, no. 3 (2012): 115–28. http://dx.doi.org/10.2298/tem1203115g.

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Gender, identity and sexuality have to be more closely integrated into the broader discussion of literature and language, which can be achieved only through wider application of literary texts in the teaching process. Teaching literature to students of English serves not only the purpose of building an understanding of the human experience, but also tackles the issues of femininity and masculinity and helps sensitize the students to the gender differences and the codes of patriarchal society which result in male dominance. Poems by Emily Dickinson, Sylvia Plath and Anne Sexton have proved as valuable texts in teaching gender, as will be discussed in the paper, which focuses on Plath?s ?Lady Lazarus? and the strategies the educator can select in order to achieve the desired objective.
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21

VELLA, FRANCIS. "Gender Roles, Occupational Choice and Gender Wage Differential." Economic Record 69, no. 4 (December 1993): 382–92. http://dx.doi.org/10.1111/j.1475-4932.1993.tb02119.x.

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22

Ozaki, Nozomu, and William E. Snell, Jr. "Gender Roles and Personality Disorders." Psi Chi Journal of Psychological Research 11, no. 2 (2006): 71–76. http://dx.doi.org/10.24839/1089-4136.jn11.2.71.

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23

Sharma, Bimala. "Nari Prescribes Stereotype Gender Roles." Janapriya Journal of Interdisciplinary Studies 9, no. 1 (July 1, 2020): 11–21. http://dx.doi.org/10.3126/jjis.v9i1.46529.

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This research article tries to focus on how Sarvottam Nari one of the print media of Kantipur Publications prescribes stereotypical gender roles to female. Kantipur Publications’ Sarvottam Nari dated Mangsir 2076 (Nov-December 2019) is chosen to study how it prescribes gender roles. A qualitative research methodology is employed to scrutinize the text. Though Kantipur Publications, in its Website ekantipur.com, asserts that “the company firmly believes in the people’s right to right information (Homepage) it is not disseminating the right information instead it allocates stereotype gender roles. It is restricting women to precise territories such as homemaking, child-caring, food preparing, body decorating, entertaining herself and her male counterpart. By allocating traditional roles to women, Nari, cannot transmit the right information and work as an instrument of the social transformation instead it works to disseminate the male mindset/ideology. Findings of the study prove that Nari (Nov-December 2019) has proposed, transmitted and reinforced patriarchal ideologies which restrict women in the four walls of house and prescribe the traditional gender roles
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24

O'Dwyer, Riana. "Gender Roles in The Barracks." Études irlandaises 19, no. 2 (1994): 147–62. http://dx.doi.org/10.3406/irlan.1994.1182.

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25

Flandorfer, Priska, Christian Wegner, and Isabella Buber. "Gender Roles and Smoking Behaviour." Institut für Demographie - VID 1 (2021): 1–25. http://dx.doi.org/10.1553/0x003d08ea.

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26

Firebaugh, Francille M., and Leonore Loeb Adler. "International Handbook on Gender Roles." Political Psychology 17, no. 1 (March 1996): 171. http://dx.doi.org/10.2307/3791948.

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27

Knodel, John, Vu Manh Loi, Rukmalie Jayakody, and Vu Tuan Huy. "GENDER ROLES IN THE FAMILY." Asian Population Studies 1, no. 1 (March 1, 2005): 69–92. http://dx.doi.org/10.1080/17441730500125888.

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28

ECCLES, JACQUELYNNE S. "Gender-Roles and Women's Achievement." Educational Researcher 15, no. 6 (June 1986): 15–19. http://dx.doi.org/10.3102/0013189x015006015.

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29

Galey, Margaret E. "Gender Roles and UN Reform." PS: Political Science and Politics 22, no. 4 (December 1989): 813. http://dx.doi.org/10.2307/419472.

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30

FAVER, CATHERINE A. "GENDER ROLES AND SOCIAL CHANGE:." Gender & Society 3, no. 2 (June 1989): 287–91. http://dx.doi.org/10.1177/089124389003002009.

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31

Albanesi, Stefania, and Claudia Olivetti. "Gender Roles and Medical Progress." Journal of Political Economy 124, no. 3 (June 2016): 650–95. http://dx.doi.org/10.1086/686035.

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32

Dillon, Kathleen M., Edward Wolf, and Helen Katz. "Sex Roles, Gender, and Fear." Journal of Psychology 119, no. 4 (July 1985): 355–59. http://dx.doi.org/10.1080/00223980.1985.9915454.

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33

Street, Sue, and Jeffrey D. Kromrey. "Gender Roles and Suicidal Behavior." Journal of College Student Psychotherapy 9, no. 3 (February 8, 1995): 41–56. http://dx.doi.org/10.1300/j035v09n03_04.

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34

RICHMAN, JUDITH A., and KATHLEEN M. ROSPENDA. "Gender Roles and Alcohol Abuse." Journal of Nervous and Mental Disease 180, no. 10 (October 1992): 619–26. http://dx.doi.org/10.1097/00005053-199210000-00002.

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35

WOKCIK, BECKY. "Gender Roles and Womenʼs Achievement." Journal of Physical Therapy Education 1, no. 1 (1987): 44. http://dx.doi.org/10.1097/00001416-198710000-00022.

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36

Signorielli, Nancy. "Children, television, and gender roles." Journal of Adolescent Health Care 11, no. 1 (January 1990): 50–58. http://dx.doi.org/10.1016/0197-0070(90)90129-p.

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37

Shin, Eui Hang, and Edward Adam Nam. "Culture, Gender Roles, and Sport." Journal of Sport and Social Issues 28, no. 3 (August 2004): 223–44. http://dx.doi.org/10.1177/0193723504266993.

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38

Finley, Nancy J., and Harold G. Grasmick. "Gender roles and social control." Sociological Spectrum 5, no. 4 (January 1985): 317–30. http://dx.doi.org/10.1080/02732173.1985.9981762.

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39

Berridge, Damon, Roger Penn, and Mojtaba Ganjali. "Changing Attitudes to Gender Roles." International Sociology 24, no. 3 (April 28, 2009): 346–67. http://dx.doi.org/10.1177/0268580909102912.

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This article examines changes in attitudes to gender roles in contemporary Britain by using a first-order Markov process in which cumulative transition probabilities are logistic functions of a set of personal and socioeconomic characteristics of respondents. The data are taken from the British Household Panel Study (BHPS). The attitudinal responses examined take the form of ordinal responses concerning gender roles in 1991 and 2003. The likelihood function is partitioned to make possible the use of existing software for estimating model parameters. For the BHPS data, it was found that, depending on the value of the response in 1991, a variety of factors were important determinants of attitudes to gender roles by 2003.
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40

Taylor, M. T., and G. D. Mardle. "Pupils' attitudes towards gender roles." Educational Research 28, no. 3 (November 1986): 202–9. http://dx.doi.org/10.1080/0013188860280305.

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41

Heiss, Jerold. "Gender and Romantic-Love Roles." Sociological Quarterly 32, no. 4 (December 1, 1991): 575–91. http://dx.doi.org/10.1111/j.1533-8525.1991.tb00155.x.

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42

Nikbakht Nasrabadi, Alireza, Ali Montazeri, Hasan Eftekhar Ardebili, Setareh Homami, Yousef Karimi, Saharnaz Nedjat, Mahdi Moshki, and Ali Akbar Mansourian. "Exploring Gender-Based Sibling Roles." Journal of Family Issues 37, no. 5 (March 25, 2014): 692–716. http://dx.doi.org/10.1177/0192513x14526875.

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43

Street, Sue, Jeffrey D. Kromrey, and Ellen Kimmel. "University faculty gender roles perceptions." Sex Roles 32, no. 5-6 (March 1995): 407–22. http://dx.doi.org/10.1007/bf01544605.

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44

Islam, Mah-E.-Nur Qudsi. "Gender Roles in Shakespeare’s Hamlet." Crossings: A Journal of English Studies 3, no. 1 (December 1, 2011): 151–62. http://dx.doi.org/10.59817/cjes.v3i1.348.

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The voices of Shakespeare’s women call across the ages for women to express their thoughts, emotions, intelligence and spirit. These voices are voices of a wide range of intellectual, emotional and psychological dimensions of women and womanhood, which in this age of gender awareness, call today’s women to use their different tones and assert their points of view. These voices are as contemporary today as they were in the times of Shakespeare. Within theatrical context, the importance of female characters is like the ebb and flow of an ocean; sometimes pushed to the margin and sometimes brought into the centre. The paper is an exploratory survey of Hamlet’s relationship with Gertrude and Ophelia, the two important female characters of Hamlet using the theoretical tools of psychoanalysis s and feminism.
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45

Rindia Wati, Ni Kadek, Andi Amidah Amrawaty, and Veronica Sri Lestari. "Gender roles at pig farming." Advances in Environmental Biology 16, no. 11 (November 22, 2022): 1–5. http://dx.doi.org/10.22587/aeb.2022.16.11.1.

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This study aim to determine the role of gender at pig farming in Poso Regency. This research was conducted from December 2021 to January 2022. The type of research used was descriptive research. The number of samples used in this study were 33 farmer families using a simple random sampling method by lottery. The data collection method used was by observation and interviews. Analysis of the data used was descriptive analysis. The research revealed that gender roles based on the aspect of male access dominated conducting counseling/training activities and accessing information. Gender roles based on control aspects were dominated by women and also shared. Gender roles based on aspects of decision-making were mostly done together and gender roles based on aspects of benefits, both men and women felt the same benefits from raising pigs.
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46

Galey, Margaret E. "Gender Roles and UN Reform." PS: Political Science & Politics 22, no. 04 (December 1989): 813–20. http://dx.doi.org/10.1017/s1049096500031462.

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47

Chan, Sumie. "Gender and Literature – Is Gender Gendered? Female Protagonists in Macbeth (1606), Thelma and Louise (1991) and A Doll’s House (1879) – Three Different Genres of Literature across Centuries." International Journal of Languages, Literature and Linguistics 7, no. 4 (December 2021): 189–92. http://dx.doi.org/10.18178/ijlll.2021.7.4.310.

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This paper examines how men and women have been conventionally portrayed in gender stereotypes in various genres among different cultures through centuries in world literature, with reference to the classical Shakespearean play Macbeth (1606) by the British playwright William Shakespeare, the Hollywood road movie Thelma and Louise (1991) directed by Ridley Scott and A Doll’s House (1879) written by the Norwegian dramatist Henrik Ibsen. The research will explore the common themes embodied by the notion of gender almost in all literature work in the world which include patriarchy and order, masculinity and femininity, fabrication of identities, and binary opposition with the close textual analysis of the process of self-discovery and empowerment by the female protagonists, Lady Macbeth in Macbeth, Thelma and Louise in Thelma and Louise and Nora in A Doll’s House through the eyes of the male authors, namely playwrights and film director. By comparing the fates of aforementioned female protagonists in the three endings, the actual autonomy that women can take the lead in their life or act outside the normalized gender binaries is further studied. With the analysis of the literary devices and the depiction of the female characters’ psychological change with the visualization of symbols and attires in the texts, the relationship between form and content is also investigated. There is also the discourse analysis on the use of gendered language through soliloquies and dialogues, implication of gender roles in society and culture and the consequences of these females in transcending the gendered roles.
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48

Malik, Subha, Madiha Nadeem, and Farhat Nadeem. "Gender Differences In University Students’ Attitude Towards Gender Roles." Pakistan Journal of Gender Studies 17, no. 1 (September 8, 2018): 279–98. http://dx.doi.org/10.46568/pjgs.v17i1.20.

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Gender role attitudes indicate the dynamics of gender relations in any society. As gender equality is now considered an important indicator of development for any country. Therefore, it is imperative to comprehend the societal especially youth acuity towards gender roles in a culture. This paper examined the university students’ attitude towards gender roles by employing Gender Roles Attitude Scale (Zeyneloglu & Terzioglu, 2011). The objective was to understand whether the attitude of youth towards gender role was egalitarian or traditional. For this purpose, a survey was conducted by taking a sample of 513 respondents conveniently from various universities of Lahore, both descriptive and inferential statistics data were used for data analyses. The results revealed significant gender differences in respondents’ perception, as male students’ approach towards gender roles was found more egalitarian than females. Furthermore, residential cities and socioeconomic background of respondents’ parents was found important in shaping their approach towards gender roles. Findings suggested that parents’ role in the socialization of children may be deemed first critical step towards nurturing gender sensitized society along with the incorporation of gender aspects in academic curriculum across the discipline at the different educational level in Pakistan. Moreover, government and social activists may advocate gender sensitivity by using various programs and policies.
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49

Skitka, Linda J., and Christina Maslach. "Gender roles and the categorization of gender-relevant behavior." Sex Roles 22, no. 3-4 (February 1990): 133–50. http://dx.doi.org/10.1007/bf00288187.

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50

Caner, Asena, Cahit Guven, Cagla Okten, and Seyhun Orcan Sakalli. "Gender Roles and the Education Gender Gap in Turkey." Social Indicators Research 129, no. 3 (November 3, 2015): 1231–54. http://dx.doi.org/10.1007/s11205-015-1163-7.

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