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刻板印象威脅對於女性領導表現之影響周育瑩, Chou,Yu-Ying Unknown Date (has links)
本研究目的在於探討與女性領導者有關的刻板印象與偏見是否會產生刻板印象威脅效果而影響女性的領導表現,以及是否可以消除或減少它對於個人表現的影響。本研究也探討「對特定領域的認同」及「對所屬團體的認同」在女性領導能力的範疇中,是否會使得刻板印象威脅對於個人表現有不同程度的影響效果。另外,本研究為了要更加確認威脅感的產生,故增加行為觀察的方式來測量焦慮的產生,以彌補自陳焦慮方法的不足。
本研究以60位國立政治大學女學生為研究對象,隨機分派至「激發刻板印象威脅」、「不激發刻板印象威脅」、及「減除刻板印象威脅」等三個情境。每位女性受試者另搭配一男一女成為一小組,每組由此位女性受試者擔任領導者,帶領小組討論並解決一新車分配問題。女性受試者的領導表現由自己、小組中的二位成員、以及不知道本研究目的與假設的評估者來予以衡量。另外,本研究除了由受試者及小組成員以情境焦慮量表來評估受試者的焦慮程度之外,也請不知道本研究目的與假設的評估者,以情境焦慮量表來評估受試者的焦慮程度,並觀察其焦慮行為,評量受試者在活動過程中顯出不舒服或不自然的程度及頻率。
研究結果顯示,「激發刻板印象威脅」情境與「不激發刻板印象威脅」情境的受試者在大部分領導表現變項上均無顯著差異;「激發刻板印象威脅」情境中的受試者在部分領導表現變項上的平均得分顯著低於「減除刻板印象威脅」情境中的受試者。在本研究中,性別認同程度及領域認同程度並不會影響刻板印象威脅與領導表現之間的關係。此外,三個實驗情境中受試者的情境焦慮程度及非語言焦慮並沒有顯著差異。
本文也針對研究結果進行整體性的討論,並提出可能的研究限制,及對於後續研究的建議。
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影響國中教師性別角色刻板化態度與兩性教育平等意識相關因素之研究 / The reserch on effective factors of junior high school teachers' attitude of gender stereotype and gender education equity賴友梅, Lai, Yu-Mei Unknown Date (has links)
本研究從女性主義理論角度出發,主要研究目的在探討現今國中教師在教學互動過程裡,是否展現出性別角色刻板化態度?他們的態度否因其人口特質(如:性別、年齡、省籍、婚姻狀況)、師資培育訓練歷程、教學及行政經驗的不同而產生差異?上述的因素是如何影響教師的兩性平等教育意識(包括教學平權態度、教學性別區隔、女性主義理念)?
本研究係採用研究者自行編製的問卷作為研究工具,研究範圍則限台北市及台北縣國民中學,從研究者個人網絡選擇受訪者,再由受訪者代替研究者於授課學校進行隨機抽樣調查,總計有效樣本為401份。樣本資料經檢核登錄後,研究者以SAS統計分析軟體進行資料分析。
研究結果及主要發現如下:
一、男老師仍然掌控學校行政事權,女老師不僅較少參與行政工作,也因為傳統性別角色的影響(包括:母職及傳統女性角色的壓抑),她們的行政意願普遍低落。
二、教師的教學態度仍深為性別刻板角色所左右,包括教師仍強調複製兩性特質的教育功能及女性的母職角色。
三、教師仍容易以〝性別〞作為評估與詮釋學生行為的必然標準,.此外〝性別〞也是教師在控制學生及教室管理的重要方式;男教師的教學態度明額較不平權。
四、多數教師贊成教育機會平等,但對於〝女性主義教育理念〞(給予女性更多的教育資源以扭轉其弱勢地位)接受度低。
五、教師對於教職〝性別形象〞(女性化)的重視大過於〝專業能力〞;女教師的教職女性化刻板觀念較深。
六、性別社會化是影響教師〝性別角色刻板化〞及〝兩性教育平等意識〞的主因,女教師對於傳統性別角色的反省與兩性平權教育的思考均比男老師積極。
七、中壯年(40歲以上)教師不僅有明顯的性別偏見,他們對兩性教育的態度也較不平權;自然學科的教師也較贊同〝教育性別區隔〞,這表示他們在判斷學生的學習成就及傾向時,會有〝性別〞的預設立場;教學年數愈長的老師其性別角色的刻板化程度也愈高,他們也較贊同教育應有性別區隔。顯示教育的〝量〞(學習多久)對於個人性別平等意識的影響不如〝質〞(學習內容)來的重要。
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Особенности гендерной нормативности в зрительском восприятии произведений профессионального искусства : магистерская диссертация / Aspects of gender normativity in visual perception of professional artworksНестеровская, Е. В., Nesterovskaya, E. V. January 2016 (has links)
The dissertation studies the influence of the viewer’s gender normativity on the perception and interpretation of artworks. Based on the sociological research, the author analyses perception channels and evaluation criteria used by Ekaterinburg expert community, while elucidating the experts’ attitudes towards normative boundaries and gender aspects reflected in the works of contemporary professional art. / Диссертация посвящена исследованию влияния гендерной нормативности зрителя на восприятие и оценку им произведений искусства. На материале социсследования анализируются каналы восприятия и критерии оценивания произведений искусства экспертным сообществом г. Екатеринбурга, раскрывается отношение экспертов к нормативным границам и гендерным аспектам в произведениях современного профессионального искусства.
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女性求職者照片外觀性別與工作典型性別一致性及照片微笑有無對招募者人事決策之影響 / Congruence between female applicants' photo facial appearance and the job type and smiling in the photo on recruiting decisions.陳子瑜 Unknown Date (has links)
本研究探討女性求職者其履歷表照片外觀性別與應徵工作的典型性別間一致性與否與微笑有無對招募者人事決策之影響;此外,並探討前述關係之中介機制及調節效果;亦即前述兩類效果是否透過影響招募者對求職者工作能力契合度、外向性或吸引力的知覺,進而影響招募者的人事決策,而招募者性別角色態度是否調節前述之性別一致性效果。 / 本研究使用實驗法,採2(女性求職者照片微笑:有或無)×2(女性求職者外觀性別與工作性別間一致性程度:高或低)完全受試者間實驗設計。依變項則為推薦意願之人事決策。以在職者為樣本,共有214位受試者參與,隨機分派受試者至四種實驗情境之一,在閱讀職缺訊息及履歷表後,回答對求職者知覺、人事決策及人口統計變項等問題。去除操弄失敗的樣本後,本研究分析之有效樣本為141人。 / 本研究以階層迴歸分析來檢驗所有研究假設。研究結果顯示,求職者微笑有無對推薦意願之主要效果達顯著,且招募者對求職者之外向性與外表吸引力知覺會中介此效果;但「外觀性別與工作性別間一致性」的主要效果並未達顯著。此外,招募者之家庭外角色態度具有顯著調節效果,但性別刻板印象之調節效果不存在。研究者並針對本研究之研究結果、理論與實務意涵加以討論。 / In the present study, the researcher examined whether the congruence between female applicants' photo facial appearance and the job type and whether female applicants showed smile in the photo affected recruiters' hiring recommendation. Additionally, mediators and moderators of the above relationships were also examined. Specifically, the researcher examined whether recruiters' perceptions of applicant’s demands-abilities fit, extraversion, and facial attractiveness mediated the above relationship and whether recruiters' sex role attitudes moderated the above relationship. / This study used a 2 × 2 between-subjects factorial experimental design. The two independent variables were whether female applicants showed smile in the photo (smile or non-smile) and the congruence between female applicants' photo facial appearance and the job type (high or low). The dependent variable was hiring recommendation. Two hundred and fourteen current incumbents participated in this study. After reading a fictitious job description and a fictitious resume, participants answered questions about the perceptions of the applicant, hiring recommendation, and participants’ demographic informaiton. After dropping participants who failed to pass the manipulation check, the valid sample size for analysis was 141. / Results of hierarchical multiple regression analyses indicated that the main effect of applicants' photo smile on hiring recommendation was significant, and the recruiter' perceptions of applicant's extraversion and facial attractiveness were mediators of the aforementioned relationship. However, recruiters' hiring recommendation was not influenced by congruence between female applicants' photo facial appearance and the job type. In addition, recruiters' attitudes toward extra-familial roles moderated the relationship between congruence between female applicants' photo facial appearance and the job type and demands-abilities fit. However, the moderation of recruiters’ gender stereotype was not significant. Finally, practical implications and avenues for future research in selection biases are discussed.
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Gender treatment in Grade nine classroom instructional activities and representation in English textbookZenawi Nigussie Zewdie 07 May 2021 (has links)
Abstract in English, Afrikaans and Zulu / The aim of this study was to explore how gender is perceived in classroom instructional activities and how it is represented in the Grade 9 English textbook in Ethiopia. To do this, the constructivist paradigm was used as a way of viewing the educational world. Underpinned by the Sociocultural Theory (SCT) and Gender Schema Theory (GST), the study was qualitative and used a multiple case study inquiry. The selection of participants was through purposive sampling and data were collected through interviews, observations and textbook review. The study was undertaken at four government high schools, and the focus was on Grade 9 at Chacha, Minjar, DebreSina and Mekoy Districts of North Shoa Zone in Amhara Region. Sixteen learners, four teachers and four principals were interviewed. The findings concluded in two significant findings: 1) improper gender treatment in classroom instructional activities, and 2) imbalance of gender representation in Grade 9 English textbook. The first finding generated emerging themes, for instance (a) imbalanced allocation of roles and responsibilities between girls and boys; (b) girls’ embarrassment by others; (c) girls’ incapability to manage group and use given opportunity in classroom; (d) male domination and female subordination; (e) gender policy implementation gap at school; (f) impediment of girls’ participation due to patriarchal thinking; (g) challenges of traditional gender thinking in classroom; (h) parents’ practices and experiences affected learners’ practices and experiences in classroom; (i) lack of girls’ recognition by others; and (j) self-overestimation seen by boys and self-underestimation seen by girls. The themes for the second major finding include: (a) men overrepresentation and women underrepresentation; (b) presence of gender-marked vocabularies to enhance women’s passive role; (c) encouragement of traditional gender representation by assigning women in baby-sitting, and domestic chores, such as cleaning, cooking or shopping; (d) manifestation of man first-ness; and (e) imbalance of pictorial representation between women and men. The study recommends that teaching gender equality to the school community and society could be used to discourage gender stereotyped and biased engagements. Female teachers should be role models for girls. Educators should use gender-sensitive materials for the development of a gender-free awareness by the young generation. / Die doel van hierdie studie was om te ondersoek hoe gender in klaskameronderrigaktiwiteite ervaar word en hoe dit in die Graad 9 Engelse handboek in Etiopië voorgestel word. Ten einde dit te doen, is die kontruktivistiese paradigma as beskouingswyse van die opvoedkundige wêreld gebruik.
Die studie was kwalitatief, onderlê deur sosiokulturele teorie en genderskemateorie, en die ondersoekmetode van veelvuldige gevallestudies is gebruik. Deelnemers is met behulp van doelbewuste steekproefneming geselekteer en data is deur middel van onderhoude, observasies en 'n handboekoorsig ingesamel. Die studie is by vier regeringshoërskole onderneem, en die fokus was op Graad 9 in die Chacha, Minjar, DebreSina en Mekoy distrikte van die Noord-Shoa sone in die Amhara streek. Onderhoude is gevoer met sestien leerders, vier onderwysers en vier skoolhoofde.
Daar was twee beduidende bevindings: 1) onvanpaste genderbehandeling in klaskameronderrigaktiwiteite, en 2) 'n wanbalans in gendervoorstelling in die Graad 9 Engelse handboek.
Verskillende temas het uit die eerste bevinding voortgespruit, byvoorbeeld (a) die ongebalanseerde toekenning van rolle en verantwoordelikhede tussen seuns en dogters; (b) die vernedering van dogters deur ander; (c) die onvermoë van dogters om groepe te beheer en van gegewe geleenthede in die klaskamer gebruik te maak; (d) manlike oorheersing en vroulike ondergeskiktheid; (e) 'n leemte in die implementering van genderbeleid op skool; (f) belemmering van dogters se deelname deur patriargale denke; (g) die uitdagings van tradisionele genderdenke in die klaskamer; (h) die invloed wat ouers se praktyke en ervarings op leerders se praktyke en ervarings in die klaskamer het; (i) gebrekkige erkenning van dogters deur ander; en (j) self-oorskatting onder die seuns en self-onderskatting onder die dogters. Die temas van die tweede hoofbevinding het ingesluit: (a) die óórverteenwoordiging van mans en onderverteenwoordiging van vroue; (b) die teenwoordigheid van gendergekleurde woordeskat om vroue se passiewe rol te beklemtoon; (c) die aanmoediging van tradisionele genderverteenwoordiging deur huishoudelike take soos skoonmaak, kook en inkopies doen aan vroue toe te ken; (d) die manifestering van manlike uitnemendheid/"eerste wees"; en (e) 'n wanbalans in die verteenwoordiging van vroue en mans in illustrasies.
Die studie beveel aan dat die skoolgemeenskap en die gemeenskap in gendergelykheid onderrig word ten einde genderstereotipering en bevooroordeelde optredes te ontmoedig. Vroulike onderwyseres behoort 'n rolmodel vir dogters te wees. Onderwysers moet gendersensitiewe materiaal gebruik om gendervrye bewustheid onder die jong geslag te kweek / Inhloso yocwaningo bekuwukubheka ukuthi ubulili bubonwa kanjani kwimisebenzi efundiswa emakilasini, nokuthi ubulili bukhonjiswa kanjani ezincwadini zesiNgisi ezibekelwe ukufundwa ebangeni lika-Grade 9 ezweni lase Ethiopia. Kulolu cwaningo kusetshenziswe i-constructivist paradigm njengendlela yokubheka ezemfundo. Ngokulandela ithiyori yezenhlalo namasiko i-sociocultural theory (SCT) kanye nethiyori i-gender schema theory (GST), ucwaningo lube yi-qualitative research kanti kusetshenziswe nocwaningo olubheka amacala amaningi i-multiple case study inquiry. Ababambe iqhaza bakhethwe ngokusebenzisa amasampula akhethwe ngenhlososo i-purposive sampling, kanti ulwazi luqoqwe ngokukuxoxisana ama-interviews, ukubhekisisa okwenzekayo (observations) kanye nokubuyekeza izincwadi zesiNgisi ezibekelwe ukufundwa ama-textbook. Ucwaningo lwenziwe ezikoleni eziphakeme ezine zikahulumeni, kanti kwagxilwa kakhulu ebangeni lika-Grade 9 ezifundazweni zasezweni lase Ethiopia okuyi-Chacha, eMinjar, eDebreSina, kanye namaDistrikhthi aseNorth Shoa Zone kanye nasezifundazweni zase Amhara. Kuxoxiswene ngama-interviews nabafundi abayishumi nesithupha, othisha abane kanye nothishanhloko abane. Kutholakale imiphumela emibili esemqoka: 1) ukungaphathwa kahle kodaba lobulili kwimisebenzi yokufundisa emaklasini, kanye 2) nokungabekwa kahle ngokulingalingana kodaba lobulili ezincwadini zesiNgisi ezibekelwe ukufundwa kubanga lika -Grade 9. Umphumela wokuqala uveze izingqikithi (themes) ezilandelayo, isibonelo, (a) ukungabiwa kahle ngokulingana ngendlela ehlelekile kwemisebenzi ngokubulili phakathi kwamantombazane kanye nabafana; (b) ukuhlazwa kwamantombazane okwenziwa ngabanye; (c), ukungabi nekhono kwamantombazane ukuhola amaqembu kanye nokusebenzisa amathuba emaklasini; (d) ukubhozomela kwabesilisa kanye nokuzithoba kwabesifazane; (e) igebe elikhona ngokusetshenziswa kwemigomo ebhekene nezobulili ezikoleni; (f) izihibe ezivimbela amantombazane ukubamba iqhaza ngenxa yemibono ebeka ukuthi abesilisa yibona ababalulekile (patriarchal thinking); (g) izinselele ezikhona ngezinkambiso zakudala maqondana nokucabanga ngezobulili emaklasini; (h) izindlela zezinkambiso zabazali zibe nomthelela kwizindlela zokwenza kanye nezipiliyoni zabafundi emaklasini; (i) ukungamukelwa kwamantombazane ngabanye; kanye (j) nokuzibeka phambili kakhulu kwabafana kanye nokuzibeka ezingeni eliphansi kwamantombazane. Izingqikithi (themes) zomphumela wesibili zibandakanya okulandelayo (a) ukumelwa kakhulu ngokweqile kwabesilisa kanye nezinga eliphansi lokumelwa kwabesifazane; (b) ubukhona besilulumagama i-vocabulary ephawula ngobulili nephakamisa nokungadlali ndima kwabesimame; (c) ukukhuthazwa kwezinkambiso zakudala zokumelwa kobulili ngokunikeza abesimame imisebenzi yokunakekela izingane kanye nokwenza imisebenzi yasendlini, efana nokuhlanza izindlu, ukupheka kanye nokuyothenga ezitolo; (d) umqondo wokubeka abesilisa phambili; kanye (e) nokungahleleki ngokufanele nokulingalingana ngokukhombisa ngezithombe phakathi kwabesimame nabesilisa. Ucwaningo luncoma ukuthi ukufundisa ngokulingana kwabafundi besilisa nabesifazane ezikoleni kanye nakwisizwe sonkana kungasetshenziswa ukudumaza umqondo wokubeka ubulili obuthile ngendlela nomqondo othize (gender-stereotyped) kanye nokwenza ukuthi abobulili obuthile kuphela okumele benze noma bangenzi imisebenzi ethile. Othisha besifazane kumele bebeyisibonelo kumantombazane. Abafundisi kumele basebenzise izincwadi zokufundisa ezingenabandlululo ngokobulili ukuze isizukulwane esisha bsiondisise ngezokulingana ngokobulili. / Curriculum and Instructional Studies / D. Phil. (Education in the subject Curriculum Studies)
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