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1.
The sex role attitudes of 461 teacher education students were measured on a 32‐item questionnaire. Chi‐square analyses produced significant effects for gender on 22 of the items, showing that the females were more egalitarian than the males. However, most of the students adopted an egalitarian stance on many, though not all, of the items. Responses to some items (women getting drunk and swearing, corporal punishment, boys doing heavy chores, and boys dressing up and playing with dolls) suggest that some traditional stereotypes may be particularly resistant to change. The data also suggest that students may adopt egalitarian attitudes out of self‐interest rather than as a matter of principle, and are more accepting of general principles of gender equity than of specific practices designed to achieve it. Finally, although there is some evidence of ambivalence among the students, particularly the males, it is more accurate to characterise these students as definite in their gender attitudes.  相似文献   

2.
Abstract

This research has two main aims: a) the study of Spanish teachers’ training and attitudes towards sex education, as well as the delivery of this subject in classrooms, while also exploring the existence of differences according to personal and professional characteristics; and b) to examine the association between teachers’ training and attitudes, and the extent to which these variables predict the delivery of sex education. A total of 3,695 Infant, Primary, Secondary and High school teachers (66.1% women, 33.9% men) throughout the country completed a voluntary online questionnaire that inquired about their training and attitudes towards sex education, their delivery or non-delivery of this subject in classrooms, and other personal and professional characteristics. Analyses indicate that participants show positive attitudes towards sex education, but that 43.3% are not trained in this issue, and 48.6% do not teach it at school. Some significant differences by sex, educational stage and type of school have been found. In addition, trained teachers show more positive attitudes to sex education. Finally, having more positive attitudes and, to a lesser extent, having prior training, positively predicts the delivery of sex education. These results highlight the importance of reviewing and improving teachers’ training on sexuality and sex education, with particular emphasis on attitudinal contents.  相似文献   

3.
A 50-item questionnaire designed to assess information on attitudes about women and work was mailed to a sample of ACES members. Responses from 128 males and 64 females were analyzed. On the basis of an earlier survey of school counselors, it was expected that females would be better informed and express more positive attitudes than males. It was also expected that younger members would express more positive attitudes than older ones. It was found that, in general, ACES members are well informed and express positive attitudes. However, substantial numbers of members made incorrect or unfavorable responses to at least 25 percent of the items. Such responses appeared as likely to occur for either sex and irrespective of age, but men appeared to be misinformed about more fundamental matters than women.  相似文献   

4.
This study compared staff and elderly knowledge, attitudes, and practices related to sexual expression by elderly persons in a long‐term care setting. Volunteers (N = 194) responded agree or disagree to 159 items. Significant differences were observed between the staff and elderly responses on 36 items. Areas of greatest differences involved knowledge and attitudes about consensual sex and sexual abuse, issues related to family attitudes toward remarriage and sexual expression, and age‐related changes and health problems related to sexuality. Items related to masturbation received the greatest percentage of no response. The staff had significantly higher total scores as compared to the elderly reflecting more knowledge, positive attitudes, and support for more proactive responses toward elderly sexuality. Findings have major implications for staff training in long‐term care settings.  相似文献   

5.
The paper aims to further explore the role that culture plays in the provision and assimilation of sex education among Latina immigrants in the USA. To accomplish this, researchers conducted focus groups and interviews with 30 women from Central and South America who have lived in the USA for at least five years. Participants were asked to reflect on their experience with sex education in their home country and in the USA, and to assess how their attitudes towards sex education may impact their behavioural choices as parents and as sexually-active women. The findings demonstrate a wide range of views that did not follow patterns by common demographical proxy variables, suggesting that such variables are not enough to predict adoption of new cultural values that are different from their family's traditional norms. Instead, adherence to traditional cultural beliefs appeared to be a better predictor of attitudes and behaviours.  相似文献   

6.
The onset and development of preschoolers' awareness of sex role stereotypes, gender labeling, gender identity, and sex-typed toy preference were explored in 26-, 31-, and 36-month-old children. Gender labeling, gender identity, sex-typed toy preferences, and awareness of adult sex role differences were observed in significantly more 26-month-old children than would have been expected by chance. Verbal gender labeling was observed in a majority of 26-month-olds, while verbal and nonverbal gender identity were observed in a majority of 31-month-olds. Nonverbal gender labeling and awareness of adult sex role differences were observed in a majority of children by 36 months. No evidence of awareness of sex differences in children's toys was found in the majority of children at any age. Awareness of sex role differences in children's toys was not related to awareness of adult sex role differences. Brighter children were more aware of adult sex role differences. Sex-typed toy preference was not related to awareness of sex role differences but was related to gender identity. Predictors of sex role development included the mothers' employment, and the father's personality traits, attitudes toward women, and sex-typed activities in the home. Implications for theories of early sex role development are discussed.  相似文献   

7.
An investigation of the existence and extent of sex-based inequities in rank and pay on a University faculty yielded several suggestions of discrimination against women. Data on professional experience, publications, honors, rank and pay were collected by means of a questionnaire distributed to 372 faculty members. Within a sample of 128 who answered all requisite items, sex added significantly to the predictability of salary beyond that achieved by multiple measures of merit and experience, including mean salary for rank and department. Sex itself did not predict rank or a measure designed to reflect speed of advancement through the ranks. Terms reflecting interactions of sex and merit were capable of improving prediction of all three status measures, however, suggesting differences in the reward structure for the sexes.  相似文献   

8.
This study analyzes and classifies items that display sex-related Differential Item Functioning (DIF) in attitude assessment. It applies the Educational Testing Services (ETS) procedure that is used for classifying DIF items in testing to classify sex-related DIF items in attitude scales. A total of 982 items that measure attitudes from 23 real data sets were used in the analysis. Results showed that sex DIF is common in attitude scales: more than 27% of items showed DIF related to sex, 15% of the items exhibited moderate to large DIF, and the magnitudes of DIF against males and females were not equal.  相似文献   

9.
In this study the effects of order of counseling and sex within counseling pairs were analyzed. A total of 51 graduate students, 35 women and 16 men, from introductory counseling classes were randomly assigned, according to their sex, to two levels of sex pairing and ordinal position. Multivariate analyses of variance and analyses of variance indicated that same sex or opposite sex pairing and ordinal position did not influence performances. Women, however, produced more reflection-of-feeling responses, and their responses tended to be more accurate than those of men. Also, women in ordinal Position 2 who had male partners in Position 1 outperformed women paired with women in Position 1. Results are discussed in reference to literature on modeling, sex differences, and role-play practice.  相似文献   

10.
Differences in attitudes toward the profession were determined among samples of teachers varying in CA and between teachers and students enrolled in teacher education programs. The students rated items reflecting “altruistic” and “pragmatic” needs met by teaching in terms of their importance in selecting teaching as a career and in terms of the way they perceived experienced teachers would rate them. The teachers rated the items in terms of their importance in their present teaching career and as they thought current students would rate them. The results indicated the absence of age differences in attitudes among the teacher samples. However both objective (self) and perceived intergroup differences in attitudes were found between the student and teacher samples. These results provide strong support for Neugarten's hypothesis that differences in the behavior and attitudes of adults reflect changes in social states rather than developmental differences and that the hypothesis can be generalized both to self and perceived intergroup differences in attitudes.  相似文献   

11.
Behavior change is the only available means of curtailing new HIV infections in South Africa. This study investigated the relationship between sexual risk taking and attitudes to AIDS precautions. The participants were about 25% white, about 30% colored/mixed blood and 45% black in their second year in polytechnics (413 females and 402 males). Participants responded to the 40-item HIV-related knowledge, attitudes and behaviors. Data indicated that young women showed more positive attitudes to AIDS precautions than young men (reflecting in part the stereotypic negative attitudes of young men toward condoms). In general, most males and females were found to have less knowledge about HIV transmission and less favorable attitudes toward safe sex behavior than their counterparts in the west. Also young men with more partners expressed more fatalistic attitudes toward AIDS. The possibility that a finergrained multivariate analysis of attitudes to AIDS and safe-sex behaviour is something that needs to be taken seriously in future research, however.  相似文献   

12.
This paper is about augmented reality (AR) and its potentials to support students in handling scientific representations. For this purpose, first representations are examined from a science educational and instructional psychology perspective. After giving a short overview of AR in general and how it can be delineated from virtual reality (VR), potential advantages of an educational use of AR are outlined considering typical difficulties of students when learning with scientific representations. Since literature frequently reports sex differences in spatial abilities, this study focuses on potential differential effects in the use of AR depending on sex. Against this background, AR might be a tool which can help to compensate for disadvantages in spatial abilities. In order to investigate this question, chemistry students had to answer 20 items related to stereochemistry, a concept that places high demands on mental spatial rotation skills. While one half of the items had to be solved using two-dimensional (2D) ball-and-stick figures of molecules, the other half had to be answered with the help of AR representations. Due to the aforementioned sex differences regarding visuo-spatial abilities between males and females found in the literature, it is hypothesized that AR representations will support all students but females in particular by reducing cognitive load. If this assumption is correct, the AR items would have to be correctly solved by the students more often than the 2D items. The results of analyses of variance indeed reveal a significant effect of the sex variable dependent on the type of representation. In addition, a questionnaire was administered to survey the students’ attitudes towards learning with the AR app used.  相似文献   

13.
Abstract

Role expectations of 178 Georgia secondary teachers as measured by TPQ (6), pupils’ perceptions as measured by POSR (7), and pupils' attitudes (2) were analyzed by sex" age, experience, perception, field, grade level, and selected interaction effects. Science and mathematics teachers perceived the Advice-information Giver Role as more important than did social studies teachers. Age and sex differentially influenced teachers’ perceptions of the Motivator Role- Grade level and sex-by-field interaction produced significant differences in Disciplinarian Role. From pupils' viewpoint (POSR), the experienced teacher was more knowledgeable and poised than the beginning teacher. For Strict Control, sex, experience, field, and sex-by-field interaction were significant. Pupils had more favorable attitudes toward women teachers.  相似文献   

14.
OBJECTIVE: Sexual offenders tend to hold attitudes and beliefs which minimize and justify their offending behavior. It was hypothesized that distorted thinking supporting sexual offending and blame attribution would differ depending on the offence characteristics of different groups of sexual offenders. METHOD: Two groups of sexual offenders separated on the basis of the age of their victims (sex offenders against children, 36; sex offenders against adults, 30) were compared on measures of cognitive distortions relating to sex with children and rape and a measure of blame attribution which assesses external, mental element, and guilt feeling attributions. RESULTS: Child sexual offenders endorsed more cognitive distortions relating to sex with children, but there were no group differences in cognitive distortions relating to rape. Those who offended against adults reported more external attributions and child offenders reported more guilt feeling attributions. Mental element attribution related to alcohol intoxication and use of violence in the offence, but was not related to group differences. CONCLUSIONS: Results are interpreted as suggesting that child sex offenders support their offending by more enduring distorted cognitions, while those who offend against adults use blame attributions associated with the particular offence.  相似文献   

15.
The National Assessment of Educational Progress Science Assessment has consistently revealed small gender differences on science content items but not on science inquiry items. This assessment differs from others in that respondents can choose “I don't know” rather than guessing. This paper examines explanations for the gender differences including (a) differential prior instruction, (b) differential response to uncertainty and use of the “I don't know” response, (c) differential response to figurally presented items, and (d) different attitudes towards science. Of these possible explanations, the first two received support. Females are more likely to use the “I don't know” response, especially for items with physical science content or masculine themes such as football. To ameliorate this situation we need more effective science instruction and more gender-neutral assessment items.  相似文献   

16.
Most universities today require their students to learn about diversity as a part of their degree. Research has examined the effectiveness of diversity courses at changing attitudes toward groups, focusing on sexism or racism, within psychology and women’s studies disciplines. Given the increasing concern over bias in policing, however, this diversity training may be of importance to the study of criminal justice. The current study aims to examine the effectiveness of a diversity course within a criminal justice program at changing perceptions of groups using a survey based on validated measures of attitudes toward women, homosexuality, and symbolic racism. Change in attitudes between the pre-test and post-test are examined. Results suggest that the course is effective at changing attitudes toward homosexuality, but not race or sex. The results also suggest that these perceptions are dependent on group characteristics.  相似文献   

17.
The purpose of this investigation has been to explore whether differences existed between gifted and nongifted fifth graders and between genders and related subgroups with respect to attitudes toward science. Both groups (N = 25) were matched on the demographic characteristics of school-site, race, sex, and socio-economic background. Gifted students were found to have more positive attitudes toward science than nongifted students; however, no significant differences were found. In all cases, boys (all boys, gifted boys, and nongifted boys) exhibited more positive attitudes toward science; again, no significant differences were uncovered between the boys and their counterpart group or subgroups. The item which consistently reflected the most positive rating (gifted students, all boys and gifted boys, and all girls and nongifted girls) was “usefulness of things done in science class.” Items where discrepancies surfaced included “usefulness of science when playing at home” where nongifted students and gifted girls were significantly more positive than their counterparts, and “spending more time doing science experiments” where all boys and gifted boys were significantly more positive than their counterparts.  相似文献   

18.
This paper describes an investigation of pupil and parent attitudes towards bullying, comparing attitudes with bullying behaviour. 747 parents and 326 children aged 6 to 11 from four primary schools completed the Parental Attitudes to Bullying Scale and the Children’s Attitudes to Bullying Scale. Most were found to be largely sympathetic towards victims, supportive of intervention, but less understanding towards bullies. There was little association between parental and children’s attitudes, nor did parent attitudes predict children’s behaviour, although there was a link between the children’s attitudes and their behaviour. Mothers were more sympathetic than fathers, but there were no sex differences among children. Children with more siblings were more likely to bully others.  相似文献   

19.
BOOK REVIEW     
A community sample of 431 adults (175 men and 256 women) ages 18 to 91 across three generations (young adults, adults, and older adults) were recruited for the current study. Participants completed a demographic and technology use questionnaire that ascertained their attitudes toward, and use of, various types of technology—such as cellular telephones—for calling, texting, and downloading purposes. Significant sex differences included females being more likely to send a text message and make a cellular telephone call when fighting with a significant other. Females were also more likely to make calls and send texts to share good news than males. Significant age differences included younger adults being most likely versus the oldest adult group to view technology as a useful tool for entertainment, as well as adapting to and having more comfort with current technology. Future research directions are suggested, such as the use of cellular telephones for work versus personal purposes, as it was found that adults made and received more cellular telephone calls per day than the oldest and youngest age groups, which may be a function of employment status.  相似文献   

20.
People of Latin American descent make up the largest and fastest-growing minority group in the USA. Rates of pregnancy, childbirth, and sexually transmitted infections among people of Latin American descent are higher than among other ethnic groups. This paper builds on research that suggests that among families of Latin American descent, mothers have a particularly strong influence on the sexual attitudes and behaviours of their children, yet that parents of Latin American descent communicate less with their children about sex than parents of other ethnic groups. It examines the messages about sex women received as children in their countries of origin, and how these messages and their views of the USA influence the sexual education women provide for their children. On the basis of data from focus groups, we suggest that, in spite of the persistence of sexual silence, some women's self-reflective analyses of their own sexual education as well as their views of the USA as a sexually more open society contribute to their views of silence as dangerous and trigger more open communication with sons and daughters. Mothers hope to break the cycle of unwanted pregnancy by speaking with daughters about the consequences of menstruation and with sons about contraception.  相似文献   

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