<p>Two studies examined whether stereotypes can be created using different learning paradigms and whether the resulting stereotypes will have different properties that affect their activation, suppression, and explicit knowledge. In the Pilot Study, participants were able to learn to use clothing cues to predict membership using both an explicit paradigm that made declarative statements of group membership and an implicit paradigm based on feedback learning. In Study 1, implicit learners performed worse after a depletion task and better following a control task. Explicit learners did not change based on the depletion task. High trait self-control as measured by the Brief Self-Control Scale was shown to predict better performance in depleted implicit learners and worse performance in depleted explicit learners. In Study 2, participants in both the implicit and explicit learning conditions saw decreases in performance when trying to inhibit a previously learned cue. Trait self-control did not predict the ability to suppress the use of a specific cue. In both studies implicit learners made more accurate estimations of the cue probabilities, suggesting a stronger explicit knowledge of the relationship between the cues and group membership. These results provide initial evidence that the method of stereotype learning can have an impact on later stereotype usage although the mechanisms that lead to these differences require additional research.</p> / Dissertation

Abstract The purposes of this study were to develop a gender equality program through information technology for junior high school to inquire the individual class students¡¦ gender consciousness-raising and to understand the changes of existing gender-role stereotypes among eighth grade students to offer some implications on adolescent¡¦s gender equity education program in the future. The subjects are one class (17 females, 20 males) of 8th grade students in Junior High School in Kaohsiung County as the case group. The study adopts qualitative and quantitative methods to explore subjects¡¦ the process of gender consciousness-raising. The former of which is major method including, colloquies and worksheets in the class and observation by researcher. In this study, the gender equality education program met for one a week, for 10 weeks. Teacher¡¦s introspection connects with student¡¦s performance would be the feedback to help researcher adjusts teaching strategy. From this process the major findings were as following: (1)By the systematized gender equality program, gender consciousness of students had been roused. (2) The gender consciousness of students presented from indefinitely to perceptively. (3) After taking part in this gender equality program, the mood of the class was developing by degrees into an esteemed¡Bcatholic and harmonious condition. (4) The e-learning experience had broadened students¡¦ horizons. (5) The response of students had positive feedback on teachers and induced their introspection. Finally, based on the research results, we can provide valuable suggestions to school education and further study plans.

<p>Abstract</p><p>This essay will discuss why one would use a literary text such as Jane Austen’s Pride and Prejudice (1813) in a classroom. There is a certain focus on what Pride and Prejudice might have to offer both male and female students, since research has shown that boys tend to resist reading romantic novels and stories about girls. This essay attempts to show that a gender focused reading of Pride and Prejudice might make it interesting to male students as well, since the way that the unequal relationship between men and women is portrayed concerns them as well as the female students.</p><p>Regarding the reasons for using literature in the classroom, I will investigate what it is that literary texts can offer to its readers. This essay will argue that reading literature is an aesthetic experience, which is what separates literary texts from other non-literary texts. Aesthetic experiences have to do with the way student’s feel about and experience certain texts, and also with the artistic values of a text. To have an aesthetic experience is very important since the English classroom is a place where the students´ feelings and experiences normally are not given enough neither time nor space.</p><p>This essay attempts to show that by looking at stereotypical characters in Pride and Prejudice, as well as looking at what qualities in men and women were considered desirable, a very interesting discussion might arise in the classroom, concerning gender roles, and inequality between men and women. A discussion of this sort gives the students an opportunity to question the gender roles we have in today’s society, as well as the relationship between men and women.</p><p>Keywords: Literature, reading, aesthetic experience, gender, stereotypes.</p>

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 78-82).

Thesis (Ph. D.)--University of Oklahoma, 1989. / Includes bibliographical references (leaves 105-122).

Thesis (Ph. D.)--University of Oklahoma, 1997. / Includes bibliographical references (leaves 45-49).

Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains v, 40 p. Includes abstract. Includes bibliographical references (p. 38-40).

Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains iv, 53 p. Includes abstract. Includes bibliographical references (p. 42-43).

Throughout history, men have played a significant role in the field of nursing. However, they currently represent only 12% of nursing students and 9.6% of Registered Nurses. As a minority in their occupation, male nurses experience gender-based barriers and negative stereotypes that female nurses do not. Research has addressed these barriers and stereotypes, but has lagged in identifying the consequences of exposure to them other than men's reluctance to enter or stay in the field. With the nurse-patient relationship at the core of quality healthcare, it is important to further clarify the consequences of stereotype exposure for male nurses in the clinical setting. The purpose of this dissertation was to investigate the communicative consequences of exposure to gender-based stereotypes among male nurses through the theoretical lens of stereotype threat (Steele & Aronson, 1995). Stereotype threat describes the apprehension individuals experience from the prospect of confirming a negative self-relevant stereotype. In the reported experiment, the salience of gender-based stereotypes (women are more empathic than men; men are better managers than women) was controlled for while male and female nursing students completed a simulated nurse-patient interaction task. Findings from this study highlight the influence of subtle stereotyping in simulated nurse-patient interactions. Specifically, men were less grammatically accurate when participating under conditions of threat than when not under conditions of threat. This finding provides a need for caution as healthcare is experiencing a shift towards e-health, which will rely heavily on both the spoken and written word. Additionally, findings suggest that the disruptive potential of making salient stereotyped attributes (e.g., empathy) may be offset by patient gender. For example, male participants were less tentative under conditions of threat with a female patient than a male patient. The influence of patient gender provides optimism that a shift in gender-based stereotyping is occurring. Therefore, it is an optimal time to increase recruitment and retention efforts of men in the field of nursing. Recommendations for such efforts are offered as well as future directions for stereotype threat research in interpersonal communication and healthcare. / text

The purpose of this study was to investigate the awareness of stuttering in children ages three through seven who do and do not stutter, and to examine how their awareness might contribute to negative perceptions of persons who stutter. Participants included 12 children who stutter and 16 children who do not stutter. Each participant observed a 90-second Digital Versatile Disc (DVD) of two seal puppets employing appropriate turn-taking skills during a conversation. In this video, each puppet produced eight identical sentences. One puppet produced typically fluent speech characteristics. The other puppet produced disfluent speech characteristics. The participants answered 14 discrimination, self-identification, labeling, and evaluation questions to examine the awareness, perceptions, and social perceptions of stuttering. The participants were asked to identify with the puppet (fluent or disfluent) whose speech characteristics were most similar to their own. They also evaluated the puppets' use of disfluent and fluent speech to further examine personal responses to stuttering and determine whether specific characteristics of participants' stuttering patterns elicited negative peer responses. Results indicated no significant difference between the children who stutter and the children who do not stutter across the following measures: (1) awareness of stuttering, (2) perceptions of stuttering, and (3) social perceptions of stuttering. However, participants demonstrated emerging awareness that influenced negative perceptions of stuttering, as evidenced within each of the fluency groups. The percentage of children with an awareness of stuttering and resulting perceptions of stuttering was not significantly different from those participants with a limited awareness of stuttering. Analyses of individual fluency groups confirmed that awareness of stuttering impacted one's speech perceptions of stuttering, which influenced social perceptions of stuttering. / text