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At least 19 recordsLinked to original sources

PubMed2005

Gender subgroups and intergroup perception: adolescents' views of own-gender and other-gender groups.

The authors examined intergroup bias and perceived group variability regarding gender subgroups relevant to the adolescent culture. Participants were 126 high school students, between 16 years and 19 years of age, who listed male and female subgroups, performed a series of group perception tasks, and, for each subgroup, indicated whether they themselves belonged to the group. Results showed that adolescents' perceptions of gender subgroups were subject to in-group favoritism and out-group derogation, as well as to group homogeneity effects. In line with predictions derived from Optimal Distinctiveness Theory, male and female participants favored in-groups over own-gender and other-gender out-groups and favored other-gender out-groups over own-gender outgroups. Ambivalence was particularly high with other-gender out-groups. The authors discussed implications for future research on the development of gender prejudice and for interventions to reduce prejudice.

Adolescent↗

PubMed2004

Anticipating words and their gender: an event-related brain potential study of semantic integration, gender expectancy, and gender agreement in Spanish sentence reading.

Recent studies indicate that the human brain attends to and uses grammatical gender cues during sentence comprehension. Here, we examine the nature and time course of the effect of gender on word-by-word sentence reading. Event-related brain potentials were recorded to an article and noun, while native Spanish speakers read medium- to high-constraint Spanish sentences for comprehension. The noun either fit the sentence meaning or not, and matched the preceding article in gender or not; in addition, the preceding article was either expected or unexpected based on prior sentence context. Semantically anomalous nouns elicited an N400. Gender-disagreeing nouns elicited a posterior late positivity (P600), replicating previous findings for words. Gender agreement and semantic congruity interacted in both the N400 window--with a larger negativity frontally for double violations--and the P600 window--with a larger positivity for semantic anomalies, relative to the prestimulus baseline. Finally, unexpected articles elicited an enhanced positivity (500-700 msec post onset) relative to expected articles. Overall, our data indicate that readers anticipate and attend to the gender of both articles and nouns, and use gender in real time to maintain agreement and to build sentence meaning.

Adolescent↗

PubMed2004

Construct validity of the relationship profile test: impact of gender, gender role, and gender role stereotype.

Research supports the construct validity of the Relationship Profile Test (RPT; Bornstein & Languirand, 2003), a 30-item, self-report measure of destructive overdependence (DO), dysfunctional detachment (DD), and healthy dependency. In this investigation, we assessed the relationships of gender, gender role, and gender role stereotype ratings to RPT subscale scores. In Study 1, we replicated earlier patterns of gender differences in RPT scores, assessed cross-sample consistency in gender difference effect sizes, and provided preliminary nonclinical norms for the RPT subscales. Study 2 showed that--as expected--DO items are perceived as stereotypically feminine, whereas DD items are perceived as stereotypically masculine. In Study 3, we examined the relationships of RPT subscale scores to masculinity, femininity, and androgyny scores. We discuss the theoretical, empirical, and clinical implications of these findings.

Adolescent↗

PubMed1999

Gender constancy judgments in children with gender identity disorder: evidence for a developmental lag.

Gender constancy judgments in children referred for problems in their gender identity development (N = 206) and controls (N = 95) were compared. On Slaby and Frey's (1975) gender constancy interview, the gender-referred children performed more poorly than the controls at three stage levels: gender identity, gender stability, and gender consistency. On the Boy-Girl Identity Task, a second measure of gender constancy (Emmerich et al., 1977), the gender-referred children also performed more poorly. Gender-referred children who had not attained gender consistency engaged in significantly less same-sex-typed play on a free-play task than the gender-referred children who had, but there were no gender consistency effects for the controls. Two other measures of sex-typed behavior were unrelated to gender consistency. In the gender-referred group alone, children who "failed" the gender identity or gender stability stages were more likely to draw an opposite-sex person first on the Draw-a-Person test and to evince more affective gender confusion on the Gender Identity Interview (Zucker et al., 1993) than children who had "passed." It is concluded that children referred for problems in their gender identity development have a developmental lag in gender constancy acquisition. Possible reasons for the lag are discussed.

Child↗

PubMed2003

Gender awareness among physicians--the effect of specialty and gender. A study of teachers at a Swedish medical school.

BACKGROUND: An important goal for medical education today is professional development including gender equality and awareness of gender issues. Are medical teachers prepared for this task? We investigated gender awareness among physician teachers, expressed as their attitudes towards the role of gender in professional relationships, and how it varied with physician gender and specialty. We discuss how this might be related to the gender climate and sex segregation in different specialties. METHOD: Questionnaires were sent to all 468 specialists in the clinical departments and in family medicine, who were engaged in educating medical students at a Swedish university. They were asked to rate, on visual analogue scales, the importance of physician and patient gender in consultation, of preceptor and student gender in clinical tutoring and of physician gender in other professional encounters. Differences between family physicians, surgical, and non-surgical hospital doctors, and between women and men were estimated by chi-2 tests and multivariate logistic regression analyses. RESULTS: The response rate was 65 %. There were differences between specialty groups in all investigated areas mainly due to disparities among men. The odds for a male family physician to assess gender important were three times higher, and for a male non-surgical doctor two times higher when compared to a male surgical doctor. Female teachers assessed gender important to a higher degree than men. Among women there were no significant differences between specialty groups. CONCLUSIONS: There was an interaction between physician teachers' gender and specialty as to whether they identified gender as important in professional relationships. Male physicians, especially from the surgical group, assessed gender important to a significantly lower degree than female physicians. Physicians' degree of gender awareness may, as one of many factors, affect working climate and the distribution of women and men in different specialties. Therefore, to improve working climate and reduce segregation we suggest efforts to increase gender awareness among physicians, for example educational programs where continuous reflections about gender attitudes are encouraged.

Education, Medical↗

PubMed2002

Are parents' gender schemas related to their children's gender-related cognitions? A meta-analysis.

Meta-analyses were conducted of 43 articles (with 48 different samples) investigating the relationship between parents' gender schemas and their offspring's gender-related cognitions. The parents' offspring ranged in age from infancy to early adulthood. Offspring measures included gender self-concept, gender attitudes toward others, gender-related interests, and occupational attitudes. Overall, a small but meaningful effect size (r = .16) indicated a significant and positive correlation between parent gender schemas and offspring measures. Specifically, parents with more traditional gender schemas were more likely than parents with more nontraditional schemas to have offspring with gender-typed cognitions about themselves or others. In addition, the magnitudes of observed effect sizes were influenced by particular moderator variables, including type of parent gender schema (gender self-concept vs. gender attitudes toward others), type of offspring gender-related cognitions, parent gender, offspring gender, offspring age, and publication characteristics. The results are cautiously interpreted as suggesting a possible influence of parents on the development of their children's gender-related thinking.

Adult↗

PubMed2004

Prenatal androgenization affects gender-related behavior but not gender identity in 5-12-year-old girls with congenital adrenal hyperplasia.

Gender assignment of children with intersexuality and related conditions has recently become highly controversial. On the basis of extensive animal research and a few human case reports, some authors have proposed the putative masculinization of the brain by prenatal hormones-indicated by the degree of genital masculinization-as the decisive criterion of gender assignment and have derived the recommendation that 46,XX newborns with congenital adrenal hyperplasia (CAH) and full genital masculinization should be assigned to the male gender. The purpose of this study was to test in CAH girls of middle childhood the assumption that prenatal androgens determine the development of gender identity. Fifteen girls with CAH (range of genital Prader stage, 2-4/5), 30 control girls, and 16 control boys (age range, 5-12 years) underwent 2 gender-play observation sessions, and a gender identity interview yielding scales of gender confusion/dysphoria. About half a year earlier, mothers had completed 2 questionnaires concerning their children's gender-related behavior. The results showed that, as expected, CAH girls scored more masculine than control girls on all scales measuring gender-related behavior, with robust effect sizes. By contrast, neither conventionally significant differences nor trends were found on the 3 scales of the gender identity interview. We conclude that prenatal androgenization of 46,XX fetuses leads to marked masculinization of later gender-related behavior, but the absence of any increased gender-identity confusion/dysphoria does not indicate a direct determination of gender identity by prenatal androgens and does not, therefore, support a male gender assignment at birth of the most markedly masculinized girls.

Adrenal Hyperplasia, Congenital↗

PubMed2000

[Influences of gender conception on gender-role attitudes and preference].

This study investigated the influences of age and length of education on gender conception, and the influences in turn of the conception on gender-role attitudes and preference, with multiple regression analysis. Of a random sample of 1,500 Tokyo residents, aged between 20 and 60, 342 women and 313 men completed a questionnaire concerning their views of gender. The questions were structured to measure their agreement to gender-stereotyped opinions and behaviors. Results were as follows: (1) The older both men and women were, the more rigid their gender conception was. (2) The longer the respondent's education was, the more flexible their gender conception was. (3) These tendencies were stronger for women than men. (4) Pass analysis indicated that age, education, and parents' gender-typed expectation affected gender conception, which in turn influenced gender-role attitudes, and also that gender-roles were chosen on the basis of gender-role attitudes. It was concluded that age and length of education affected gender-role attitudes and preference, through gender conception in the context of gender schematic processing.

Adult↗

PubMed1999

Problematizing gender, work and health: the relationship between gender, occupational grade, working conditions and minor morbidity in full-time bank employees.

It is commonly asserted that while women have longer life expectancy than men, they have higher rates of morbidity, particularly for minor and psychological conditions. However, most research on gender and health has taken only limited account of the gendered distribution of social roles. Here we investigate gender differences in morbidity whilst controlling, as far as possible, for one major role, namely participation in paid employment. There is substantial segregation of the labour market by gender; men and women typically work different hours in different occupations which involve varying conditions and differing rewards and costs. Here, we examine men and women working full-time for the same employer. This paper reports on a postal survey of employees (1112 men and 1064 women) of a large British bank. It addresses three main questions: do gender differences in minor morbidity remain if we compare men and women who are employed in similar circumstances (same industry and employer)? What is the relative importance of gender, grade of employment within the organisation, perceived working conditions and orientation to gender roles for minor morbidity? Finally, are these factors related to health differentially for men and women? There were statistically significant gender differences amongst these full-time employees in recent experience of malaise symptoms, but not in physical symptoms or GHQ scores. Controlling for other factors did not reduce the gender differences in malaise scores and produced a weak, but significant, gender difference in GHQ scores. However, gender explained only a small proportion of variance, particularly in comparison with working conditions. Generally similar relationships between experience of work and occupational grade and morbidity were observed for men and women. Throughout the paper, we attempt to problematize gender, recognising that there are similarities between women and men and diversity amongst women and amongst men. However, we conclude that the gendered nature of much of adult life, including paid work, continues to shape the experiences and health of men and women at the end of the twentieth century.

Adult↗

PubMed2003

Gender in medicine - an issue for women only? A survey of physician teachers' gender attitudes.

BACKGROUND: During the last decades research has disclosed gender differences and gender bias in different fields of academic and clinical medicine. Consequently, a gender perspective has been asked for in medical curricula and medical education. However, in reports about implementation attempts, difficulties and reluctance have been described. Since teachers are key persons when introducing new issues we surveyed physician teachers' attitudes towards the importance of gender in professional relations. We also analyzed if gender of the physician is related to these attitudes. METHOD: Questionnaires were sent to all 468 senior physicians (29 % women), at the clinical departments and in family medicine, engaged in educating medical students at a Swedish university. They were asked to rate, on five visual analogue scales, the importance of physician and patient gender in consultation, of physician and student gender in clinical tutoring, and of physician gender in other professional encounters. Differences between women and men were estimated by chi-2 tests and multivariate logistic regression analyses. RESULTS: The response rate was 65 %. The physicians rated gender more important in consultation than in clinical tutoring. There were significant differences between women and men in all investigated areas also when adjusting for speciality, age, academic degree and years in the profession. A higher proportion of women than men assessed gender as important in professional relationships. Those who assessed very low were all men while both men and women were represented among those with high ratings. CONCLUSIONS: To implement a gender perspective in medical education it is necessary that both male and female teachers participate and embrace gender aspects as important. To facilitate implementation and to convince those who are indifferent, this study indicates that special efforts are needed to motivate men. We suggest that men with an interest in gender issues should be involved in this work. Further research is needed to find out how such male-oriented endeavours should be outlined.

Journal Article↗

PubMedDate not supplied

Physician gender, patient gender, and primary care.

BACKGROUND: Studies of the effects of physician gender on patient care have been limited by selected samples, examining a narrow spectrum of care, or not controlling for important confounders. We sought to examine the role of physician and patient gender across the spectrum of primary care in a nationally representative sample, large enough to examine the role of gender concordance and adjust for confounding variables. METHODS: We examined the relationships between physician and patient gender using nationally representative samples (the U. S. National Ambulatory Medical Care Surveys from 1985 to 1992) of encounters of 41,292 adult patients with 1470 primary care physicians (internists, family physicians, and obstetrician/gynecologists). Factors examined included physician (age, gender, region, rural location), patient (age, gender, race, insurance), and visit characteristics (diagnoses, gender-specific and nonspecific prevention, duration, continuity, and disposition). RESULTS: After multivariate adjustment, female physicians were more likely to see female patients, had longer visit durations, and were more likely to perform female prevention procedures and make some follow-up arrangements and referrals. Female physicians were slightly more likely to check patients blood pressure, but there were no significant differences in other nongender-specific prevention procedures or use of psychiatric diagnoses. Among encounters without breast or pelvic examinations, visit length was not related to physician gender, but length was longer in gender concordant visits than gender-discordant visits. CONCLUSIONS: Female physicians were more likely to deliver female prevention procedures, but few other physician gender differences in primary care were observed. Physician-patient gender concordance was a key determinant of encounters.

Adult↗

PubMed1996

Gender, gender role, and drawing skill.

Separate bodies of research suggest that performance in spatial reasoning covaries with gender and with gender role. Typically studies employ a spatial task whose variance is then used to account for differences in scores between gender groups or variance in a measure of gender role. A methodological issue in such research is that the tasks used to represent spatial reasoning may be differentially available or differentially appealing as a function of gender. Also, authors tend to analyze data in terms of either gender or gender role but rarely both. A collection of personality assessments administered to 204 college students each contained a completed Minnesota Multiphasic Personality Inventory (MMPI-2) and a drawing of a human figure. Within MMPI-2 are three measures of gender role. Drawing talent is unquestionably spatial and has the advantage of being equally available and encouraged among the two genders. Male gender predicted drawing skill. Within both genders, self-perceived masculinity in gender role also predicted higher scores on the drawing skill. Outcomes are seen as compatible with Geschwind and Galaburda's 1987 formulation regarding the behavioral manifestations of fetal androgenization.

Adult↗

PubMed2005

Perceptions of gender roles, gender power relationships, and sexuality in Thai women following diagnosis and treatment for cervical cancer.

PURPOSE/OBJECTIVES: To describe patients' and their partners' perceptions of gender roles, gender power relationships, and sexuality before diagnosis of and after treatment for cervical cancer. DESIGN: Descriptive. SETTING: Southern Thailand. SAMPLE: 97 women with cervical cancer who received cancer treatment, including radiotherapy, and their partners. METHODS: Structured interview methods were used to gather information relating to gender roles, gender power relationships, and sexuality. MAIN RESEARCH VARIABLES: Gender roles, gender power relationships, and sexuality. FINDINGS: Fifty-two percent of the women (n = 50) were diagnosed with stage II cervical cancer. The percentage of women who undertook various activities specific to gender roles before their diagnoses was higher than the percentage who undertook the same activities after treatment. An increased percentage of partners undertook the women's gender-role-specific activities after the women received cancer treatment compared with the percentage who did so before diagnosis. Little change in gender power relationships was reported. A high percentage of the couples reported changes in various aspects of their sexuality after cancer treatment compared with before diagnosis. CONCLUSIONS: Gender roles, gender power relationships, and sexuality changed for women with cervical cancer and their partners after the women completed cancer treatment. IMPLICATIONS FOR NURSING: Open discussions among women with cervical cancer, their partners, and oncology nurses are necessary to identify culturally sensitive and appropriate solutions.

Adult↗

PubMed1990

Sleep, gender, and depression: an analysis of gender effects on the electroencephalographic sleep of 302 depressed outpatients.

Gender-related differences in electroencephalographic (EEG) sleep were examined in 151 pairs of men and women with major depression, all outpatients, matched for age and severity of depression. Across five decades (age 21-69), depressed men had less slow-wave sleep than did depressed women. Gender differences were small with respect to visually scored measures of slow-wave sleep time and percent, but moderate for gender differences in automated measures of slow-wave density. The time constant of the polygraph preamplifier significantly affected both visually scored and automatically scored slow-wave sleep. Other measures such as REM sleep latency, first REM period duration, sleep efficiency, and early morning awakening, showed robust age effects, but no main effects for gender or gender-by-age interactions. Gender effects on slow-wave sleep and delta-wave counts in depression parallel gender effects seen in healthy aging. The possibility of occult alcohol use by depressed male outpatients cannot be definitely excluded as a partial explanation of the current findings. However, covarying for past alcohol abuse did not negate the statistical significance of the observed gender effects on slow-wave sleep and delta-wave density. The possibility of gender differences in slow-wave regulatory mechanisms is suggested, but similarity in temporal distribution of delta-wave density between the first and second non-rapid-eye-movement (NREM) periods does not support gender differences in slow-wave sleep regulation.

Adult↗

PubMed2001

[Gender stereotypes arising in a state of gender awareness].

This study examined the structure of gender stereotypes which might arise in the state of gender awareness that was triggered by social situations where people perceived their gender differences strongly. Out of 1,500 residents in Tokyo aged between 20-60, 342 females and 313 males were randomly chosen and answered the questions about gender consciousness in the state of gender awareness. A factor analysis revealed that "maternity" and "trustworthiness" were the dominant dimensions of gender stereotypes in the state of gender awareness, and that trustworthiness particularly formed the basis of gender stereotypes. Generation differences in gender stereotypes were also revealed between women in their 40 s and 50 s, and between men in their 30 s and 40 s. Generally, power for men and nurture for women were more likely to be perceived in a state of gender awareness.

Adult↗

PubMedDate not supplied

The experience of head injury on the impairment of gender identity and gender role.

OBJECTIVES: This study explored the disruption of gender identity and gender role as a result a traumatic brain injury (TBI). METHOD: Four adults (two men, two women) who sustained a TBI between the ages of 18 and 30 years and were at least 1 year postinjury participated in six 1-hr interviews concerning changes in (a) perceived masculinity or femininity, (b) involvement in intimate relationships, (c) enactment of gender roles, and (d) organization of activities that support gender roles. RESULTS: The men expressed greater feelings of gender inadequacy postinjury than did the women and appeared to have greater difficulty resolving rites of passage (e.g., achievement of the adult work role, marriage, parenting) and developmental issues characteristic of the life stage at which they experienced their injury. The men appeared to depend more heavily on traditional gender-specific activities before and after injury to define and support gender role; the women relied more on cross-gender activities. The women appeared to be able to maintain more preinjury activities postinjury than did the men. CONCLUSION: Postinjury possession of a personally satisfying sense of gender appears to be related to the ability to maintain much of the preinjury activities that defined and supported the participants' sense of masculinity or femininity. The ability to satisfactorily resolve rites of passage or developmental issues characteristic of the life stage at which the brain injury occurred appears to be related to the ability to participate in activities that define and express gender role during that particular life stage.

Adolescent↗

PubMed1990

The relation of gender understanding to children's sex-typed preferences and gender stereotypes.

Our goal was to explore how children's understanding of gender as a social category relates to their acquisition of sex-typed knowledge and preferences. Children's gender concepts, sex-typed preferences, and stereotyped knowledge were measured in 61 boys and girls (3-5 years). Gender concept measures included ability to identify and to discriminate the sexes, understanding gender group membership, temporal stability of gender, and gender consistency over situational changes. Children improved with age on most of the measures except gender consistency. With the exception of consistency, measures of gender concept understanding were found to be related to children's stereotyped toy and clothing knowledge and/or to their sex-typed toy preferences (with age controlled). It was shown that only rudimentary gender understanding is needed prior to children learning about sex stereotypes and prior to showing strong sex-typed preferences for peers or toys. The roles of gender identity, stability, consistency, and group membership in the sex-typing process are discussed.

Child↗

PubMed1993

Effects of student gender and standardized-patient gender in a single case using a male and a female standardized patient.

BACKGROUND: In previous studies assessing the effects of student gender, standardized-patient (SP) gender, and their interaction on multiple-station examinations of clinical competence, SP gender was confounded with cases, that is, male SPs were used for some cases and female SPs for others. The authors conducted two studies to investigate the effects of gender on a single case by using a male SP and a female SP for the same case. METHOD: Both studies involved one SP case in a comprehensive clinical evaluation used to assess fourth-year students at the end of a required ambulatory care clerkship at Saint Louis University School of Medicine in 1990-91 and 1991-92. In Study 1, 45 students in four rotations saw the same male SP; 42 students in three other rotations saw the same female SP. In Study 2, 69 students in six rotations were randomly assigned either the male SP (28) or the female SP (41) within the same rotation. For each study, to determine the interaction of student gender and SP gender as well as their main effects, analyses of variance were performed on the students' history-taking and physical examination scores and communication skills ratings. RESULTS: Neither study showed a significant interaction of student gender and SP gender on history taking, physical examinations, or communication skills. CONCLUSION: The findings of both studies suggest that the interaction between student gender and SP gender, unconfounded by case content, had no effect on the students' scores and ratings.

Abdominal Pain↗