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This essay is a gender analysis of some of the characters created by Agatha Christie. The aim is to investigate the occurrence of gender stereotypes and if traditional gender norms are challenged by men and/or women characters in Evil Under the Sun and The Body in the Library. Initially, there is an introduction to gender theories which includes the theorists Thomas Laqueur and Simone de Beauvoir among others. Laqueur presents the evolution of gender theories, specifically the two-sex model in which it was believed that sex is pervasive and thus the body rules the mind. Theories presented by him are vastly different from those of de Beauvoir who argues that the mind and body are separate. Other theorists which specifically deal with crime fiction and gender include Susan Rowland, who writes about the reformation of the detective and how the crime genre is gendered, and Gill Plain, who has been able to categorised Christie’s characters into three distinctive groups in which gender roles are clearly distinguishable. The conclusion reached is that male and female characters are portrayed both as adhering to gender roles, contemporary to the time at which the books were written, and as breaking them. However the outcomes and reactions differ depending on the character in question. Marple and Poirot appear to be well aware of the stereotypical way they are viewed and use it to appear less intimidating in order to hide their true nature as two sharp intellects.

The present investigation studied the effect of the sex typed labelling of tasks on children's performance. The children were selected from the 1st, 3rd and 6th forms. To investigate whether the sex appropriate labelling of the task had a direct influence on performance, the same measure of performance - a perceptual motor task - was used across all conditions. The task was labelled either as Needlework (female appropriate) or Electronics (male appropriate). Two main dimensions were investigated. Firstly, the effect of direct labelling of a task as sex appropriate or inappropriate. Secondly, the effect of the instruction to role enact a person competent at the task. In the second study, the role enactment procedure required the children to enact a same age peer whose sex was congruent with the sex typing.of the task. Results of both studies indicated that children perform better at tasks labelled as sex appropriate compared to sex inappropriate. Under the role enactment conditions in both studies, children performed at a higher level than under conventional testing procedures. However, whilst in the role enactment procedure there was no difference in the performance of girls between sex appropriate and sex inappropriate labelled tasks, boys perform better at sex appropriate tasks in both studies. Two measures of sex role stereotyping were used in the investigation. The Rosenkrantz, et al (1968) sex role questionnaire established that the sex role stereotyping of the sixth form sample was similar to a British adult sample. A measure of sex role stereotyping (S. Measure), was developed on a comparable sample of children to the sample selected in the present study. Although the direct relationship between sex role stereotyping and task performance was not established, results suggested the more rigid sex role stereotyping of boys. The third study examined further the effects of sex role enactment on children's performance at tasks. Children were selected from the 3rd and 6th forms. Two tasks were employed, differing on the dimensions of convergence-divergence and sex typing. The tasks were a mechanical reasoning test (D.A.T., 1973) and the Uses of Objects test (Hudson, 1968). Results indicated that under the conventional administrative procedures, boys scored better than girls on the mechanical reasoning test, whereas girls scored better than boys on the Uses of Objects Test. However, the effect of opposite sex role enactment differ- , ed for the 3rd and 6th formers. At the 3rd form level, boys , and girls scores reflected differences in performance according to sex typed dimensions. However, at the sixth form level, girls exhibited a slight but non-significant increase in mechanical reasoning scores and decrease in Uses of Objects scores, while boys'scores significantly decreased on both tasks. The results are interpreted in terms of the increased salience of sex-appropriateness of tasks at adolescence. Further, the results of the measure of sex role stereotyping, B.S.R.I (Bern, 1974) from which,due to sample size,only limited conclusions may be drawn, confirm the results derived from the S Measures of sex role'stereotyping of the stricter adherence of boys to the masculine stereotype

Background: Reinforcing gender stereotypes still occurs in toy advertisements even though it is stated that gender stereotyping in marketing is a public concern. Parents perception of gender stereotyping will further influence how children act according to gender, which is why it is of importance to explore how parents perceive gender stereotyped advertising towards their children and how this is linked to socially responsible marketing. Research questions: RQ: What are the perceptions of Swedish parents on gender stereotypes in advertisements targeted at children, and how can this be linked to socially responsible marketing? SQ1: What are the perceptions of parents on advertisements towards children where stereotyped gender roles are being reinforced? SQ2: What are the perceptions of parents on advertisements towards children where stereotyped gender roles are being challenged? Purpose: The purpose of this research is to link the idea of socially responsible marketing with gender stereotyping and advertising targeting children. Methodology: Using visual materials as stimuli in semi-structured focused interviews. Conclusion: The empirical investigation revealed that parents perceived gender stereotypes in advertising as harmful to society, particularly to children. Socially responsible marketing should therefore reflect more on this subject and portray both girls and boys sharing colors, attributes and toys.

Diagnosis of psychological disorders is clearly gendered. To help explain these gender differences, previous research investigating actual and perceived gender differences in emotion will be detailed. Within a non-clinical setting, perceived gender differences in emotion appear larger and more consistent than actual gender differences in emotion. Gender stereotypes about emotions offer an explanation of this finding. The implications of these findings in a clinical setting are explored, specifically the impact of gender stereotypes about emotion on diagnosis and intervention.

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This study examines the three most popular children’s YouTube channels to explore the extent to which advertisements within children’s YouTube content present gender-role stereotypes. Children today are growing up in the digital age, surrounded by media content that has been on, and continues to move onto, streaming services. While media consumption habits may be changing, today children consume more content than ever. Between the ages of 18 months to seven years, children are in the Preoperational Stage of development (Piaget, 1964), during which they begin to understand symbolic function and, therefore, representation. As such, the gender messages that children consume during this time of their lives can have lasting effects on how they perceive their gender’s role in society. Children’s advertisements are especially important to study as the characters in advertisements are often given a product or “reward” which reinforces the behavior they modeled for the viewer. This study is a content analysis of advertisements aimed at children on YouTube conducted to determine the extent of stereotypical gender roles and discuss their possible impacts on young viewers. / Media Studies & Production

Two-year-olds' knowledge of gender-stereotyped tasks was assessed in an experiment that utilized the preferential looking paradigm. The looking times of toddlers' (N = 18) gazes towards gender-consistent and gender-inconsistent activities were measured and assessed. In the procedure, toddlers viewed either a male or female actor on two displays performing a masculine stereotyped activity (shaving, putting on a tie) on one screen and a feminine stereotyped activity (putting on lipstick, putting on nail-polish) on the other screen. Infants also viewed male and female actors performing gender-neutral activities (eating, drinking water) side by side in control trials. Consistent with our predictions and previous research, the toddlers looked longer at the gender-inconsistent events than the gender-consistent or gender-neutral activities. The results suggest that children have developed some knowledge of gender-stereotyped events by 24 months of age.

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Master of Science / Department of Psychology / Satoris S. Culbertson / Prior research has suggested there are negative consequences for missing work for both the individual and the organization. These consequences, such as lower ratings of performance, may exist regardless of the reason for the absence, and may be influenced to some extent by stereotypes held by others, such as supervisors and coworkers. The purpose of this study was to determine if absence from work for a stereotypically male or female task would affect supervisor and coworker ratings of performance, organizational commitment, and likelihood of performing organizational citizenship behaviors (OCBs). It was expected that workers who violated a gender role stereotype (males missing work for a stereotypically feminine task or females missing work for a stereotypically masculine task) would be sanctioned by supervisors and coworkers through lower ratings of performance, lower ratings of perceived organizational commitment, and lower ratings of the likelihood of performing OCBs than those who did not miss work or who missed work without violating a gender role stereotype. One hundred and seventy-four undergraduate psychology students at a large Midwestern university read descriptions of employee performance and attendance and then rated the employee’s performance and perceived organizational commitment and likelihood of performing both altruism and generalized compliance OCBs. Results revealed that an absence from work resulted in lower ratings of all four criteria, but that the interaction between the employee’s gender and reason for absence (i.e., whether they violated a gender role stereotype) had no effect. Implications and future directions are discussed.