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.

The purpose of this study was to examine within group thoughts and feelings among African American college students at historically Black colleges and universities (HBCUs) and historically White colleges and universities (HWCUs). Hypotheses were tested, 1) internalized stereotypes will be endorsed by more students at HWCUs than at HBCUs, 2) degree of Black Identity would be related to endorsement of internalized stereotypes, 3) students at HBCUs would endorse a higher perception of racial discrimination than those who attend HWCUs, and 4) an exploratory hypothesis examined if students who attend HBCUs have higher self-esteem than those who attend HWCUs. Online questionnaires containing demographic questions, the Multidimensional Inventory of Black Identity (Sellers et al., 1998), the Nadanalization Scale (Taylor & Grundy, 1996), Vignettes of Race Perceptions (Outten et al., 2010), and the Rosenberg Self-Esteem Scale (Rosenberg, 1979) were given to 114 college students who self-identified as African American. Univariate analysis of variance, linear regressions, and an independent t-test were use to calculate the associations. Results were discussed in relation to theory and research that purports differences between African American students on school type. Findings indicated that counter to the first research hypothesis, stereotypes of genetic inheritance (SGI) were endorsed by more students at HBCUs than at HWCUs. As hypothesized, degree of Black Identity as defined by private regard was negatively related to stereotypes of mental ability (SMA). Supplemental findings were also discussed regarding relationships between demographic predictor and outcome variables. This study demonstrates that empirically validated individualized theories concerning the indices of Black Identity and internalized stereotypes may provide a better understanding of their formation among African American college students.

Current theories of sexual harassment do not account for all instances of sexual harassment (e.g., not man enough harassment) or third party reactions to sexual harassment such as manager or coworker perceptions of sexual harassment or interactions with the target of sexual harassment. Perhaps taking a step back from specific sexual harassment theories and looking at more general theories of discriminatory behavior can provide some guidance toward a more overarching theory of sexual harassment. The current study applied the Stereotype Content Model (SCM; Fiske, Cuddy, Glick & Xu, 2002) and Behaviors from Intergroup Affect and Stereotypes (BIAS) Map model (Cuddy, Fiske & Glick, 2007) to women who are sexually harassed and the resulting third party behavioral reactions, including perception of sexual harassment. This study attempted to establish the initial relationships between the evaluation of the female target with regard to her competition and status to the other variables in the model: stereotyping (i.e., how observers think about the target - warmth and competence), prejudice (i.e., how observers feel about the target - pity, admiration, envy, contempt) and behavioral reactions (how observers act toward the target - active facilitation, passive facilitation, active harm, passive harm). Higher status targets were perceived as more competent than lower status targets. Competition did not have an effect on perceptions of the target's warmth. Competition and status did not predict emotions and behavioral reactions as hypothesized; however many other relationships predicted by the model between stereotypes, emotions, behavioral reactions and perceptions of sexual harassment were found here, although not hypothesized in the current study. Targets who were perceived as warm and competent elicited more facilitation and less harm than those who were perceived as less warm and less competent. Targets that were admired and pitied elicited more facilitation whereas targets that were contempted or envied elicited more harm. Additionally, warmth, competence, admiration, and pity were positively related to perceptions of sexual harassment, whereas envy and contempt were negatively related to perceptions of sexual harassment. Targets who were perceived as having been sexually harassed elicited more facilitation and less harm. Thus, the model is still useful in understanding how stereotypes (warmth and competence) and emotions (envy, admiration, pity, and contempt) relate to third party behavioral reactions to sexual harassment and perceptions of sexual harassment. Given that competition and status did not predict stereotypes, emotions, behavioral reactions and perceptions of sexual harassment as expected, it may be that these effects are more a function of individual factors such as gender and hostile sexism, rather than out-group evaluation (competition and status). In the current study men and those higher in hostile sexism were less likely than women and those lower in hostile sexism to perceive that the target had been sexually harassed, to perceive the target as warm and competent, to feel admiration or pity for the target, or to engage in facilitation behaviors. Additionally, men and those higher in hostile sexism were more likely than women and those lower in hostile sexism to feel contempt or envy toward the target and to engage in harm behaviors. Future research should examine other methods of manipulating perceptions of targets' competitiveness and status other than occupational characteristics to examine the impact of these out-group characteristics on stereotypes, emotions and behavioral reactions in the context of sexual harassment.

In American entertainment media Russian women overwhelmingly appear in sexualized contexts. For the past 25 years, since the Soviet Union was dissolved, there has been a consistent drive to represent on only a handful of narrative categories. These can be reduced essentially to sex trafficking, mail-order brides, and sexual espionage. Despite this limited repertoire, over the past five years there has been significant variation in approaches taken to those categories. This study offers a surveyed textual analysis of how the construction of the Russian woman as sexual subject has evolved to meet new understandings and imperatives. Many of these texts take on challenging topics with unprecedented levels of discursive and rhetorical sophistication, often subverting popular imagination. Driven by feminist media studies and critical cultural theory, I isolate the elements of these texts that interact with geopolitics and socioeconomic realities, in order to deconstruct the mythologies and ideologies behind these stereotypes.

This work is born out of previous research, conducted by this researcher, into the effects of psychiatric labelling on individuals thus differentiated. Informed by the investigative thrust of phenomenological inquiry, it is the aim herein to provide an illumination of the dramatic confrontation of the labelled individual with the classificatory branding that is his or her label. The question asked is: What is the experience of the labelled individual, and how does the label function as a ‘scientific fact’ (Kiesler, 2000) suffused within his being? In answering these questions, the researcher aims to abandon his own expectations, as is fitting with the phenomenological method, and to devote his sympathies entirely to the subjective disclosures which, it is hoped, the participants will offer. On this point, an obvious tension exists insofar as expectation and hypothesis necessarily constitute the inception of any research endeavour; and so, the notion of a complete bracketing of assumption and anticipation seems methodologically vague. The explorative impetus within this dissertation aims towards an elucidation of the effect of psychiatric diagnosis on the labelled individual, in terms of the individual’s experience of being-with-others. The impact of the offering of the label upon the individual’s interpersonal and intersubjective presence will be explored so as to establish whether psychiatric labelling unfolds as a disconnection of the individual from his co-existence with others.

Feminismen hänvisar till att det finns en maktobalans mellan könen och att kvinnor strukturellt sett är underordnade mannen. Tidigare forskning gällande attityden till feminister har visat på en neutral till positiv syn men att feminister i jämförelse med en traditionell kvinna ses mer negativt. Syftet var att undersöka feministiska kvinnors upplevelser av bemötande från omgivningen, hur de påverkas samt hanterar detta bemötande. Deltagare i studien var 12 kvinnor. Materialet samlades in genom enskilda intervjuer som analyserades induktivt. Resultatet visade på både positiva och negativa bemötanden. De positiva förekom främst i möten med andra feminister, vänner eller familj och innebar en känsla av trygghet. De negativa kunde bestå av personliga påhopp och diskriminering vilket bland annat resulterade i en känsla av maktlöshet. Känslan av att ha blivit diskriminerad utifrån deras kön har vidare bidragit till identiteten som feminist. Vid hanteringen uttrycktes både direkta handlingar men även undvikande i form av rädsla.

Embodied accounts of action-language processing propose that meaning is constructed with the assistance of relevant sensory-motor representations (eg., Fischer & Zwaan, 2008). In support of this view, comprehending an action-sentence can slow the production of an overt action, when features of that action are incompatible with corresponding sentence features (Glenberg & Kaschak, 2002). Additionally, performing an overt action can impede the comprehension of incompatible action-sentences (Zwaan & Taylor, 2006). Action-sentence comprehension can even be disrupted by watching visual displays with incompatible directional features. Namely, comprehending a sentence describing a movement in a clockwise or counterclockwise direction is less efficient when simultaneously viewing a stimulus moving in an incompatible direction, even when no overt manual rotation action is performed. Embodied accounts contend that such action-sentence compatibility effects arise as a result of covert simulations of specific motor programs developed through one’s physical experiences with particular objects. I present evidence that these effects could also be generated by a more abstract type of knowledge, that is not tied to a particular object. I am referring here to the idea of a population stereotype, which is the natural tendency of people to associate the direction of certain actions with the conceptual properties of a physical display (e.g., a clockwise device rotation implies an increase in device output). Such population stereotypes typically are consistent with specific motor experiences. For example, turning down the volume of a stereo in many cases involves a counterclockwise rotation of a dial, and this experience is consistent with a population stereotype that implies that reducing a quantity is achieved by a counterclockwise action. If comprehension of a sentence describing reducing the volume on a stereo is faster while turning a dial in a counterclockwise direction, it can not be determined if a resulting compatibility effect reflects compatibility between the described action and the stereotype, or between the described action and real motor experiences. I will present a case in which a population stereotype is not compatible with everyday experiences and establish that population stereotypes make a substantial contribution to action-sentence compatibility effects. I will also report a number of unsuccessful attempts to replicate previous studies of action-sentence compatibility and discuss replication attempts made by others. / Graduate

Philosophiae Doctor - PhD / The literature on the manner in which gender influences the participation and performance of girls and boys in science and science education indicates that the disparity between the genders, in favour of boys, persists. This has negatively affected the participation rates of women in tertiary science education and the science workplace. Gender inequality, an outcome of socio-cultural relations, is regarded as being at the root of this disparity. Science is regarded as a male domain; a feminist analysis has viewed the position of women in science as emanating from a history of the oppression of women in male-dominated society. Through socialisation and cultural practices, society encourages the development of binaristic, gendered norms and roles: a fertile environment for the perpetuation of the gender role stereotypes portraying boys as more science-orientated than girls. Schools are regarded as prime sites for the perpetuation of gender inequalities. The sociocultural perceptions that educators and learners alike bring into science classrooms influence their thinking about gender in science and science education. The interactive social milieu of the classroom is viewed as the crucible where attitudes to, beliefs in and perceptions of the role of gender in science are shaped. In addition, the media functions as a socio-cultural agent, both in its popular form and as a source of resource material for science teaching. The masculine image of science and scientists it persistently promotes influences girls’ and boys’ attitudes to, beliefs in and perceptions of science and science education. The study examines gender and the perceptions of science and science education of boy and girl learners in the General Education and Training (GET) phase of education i.e. Grades 7 to 9. The research methodology comprised both quantitative and qualitative methods. The quantitative study entailed conducting a survey of six hundred Grades 7, 8 and 9 boy and girl learners in an English medium school. A small sample of 26 learners was randomly selected from each of the Grades 7, 8 and 9 for semi-structured, in-depth, individual interviews. Age, grade and gender were the selection criteria. All participant schools are situated in an educational district in Mitchells Plain, Cape Town, South Africa: the majority of residents in the suburb are from the lower middle class and were classified Coloured according to the Apartheid racial classification. The educators administering the qualitative, semi-structured, in-depth interviews were also drawn from this group. The findings confirmed that gender role stereotypes persist in science and science education. Girls are drawn to affective science pursuits whereas boys are firmly rooted to stereotypical perceptions of the masculine image of science and science careers. It is apparent that girls are challenging sex-role stereotypes in science and agitating for gender equity in science education and science careers.

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Föreliggande studie undersökte studenters attityder gentemot incels.Incels lider av brist på sexuell interaktion vilket skapar en frustration.De skapar separatistiska internetgrupper där likasinnade personeruttrycker hatet mot män och kvinnor. En webbenkät med syfte att mätaattityder utvecklades som datainsamlingsinstrument. Studien testadeför empati, personal distress och negativ attityd.Ett bekvämlighetsurvalanvändes där urvalet bestod av 147 respondenter i åldrarna 18-52 (M =1.67, SD = 0.50). Totalt deltog 51 män (34.7%) och 96 kvinnor (65.3%).2 x 2 variansanalyser för oberoende mätningar visade attrespondenterna hade mindre empati, mer negativ attityd och upplevdemer personal distress mot en manlig än kvinnlig incel. Om attityderkring stereotyper eller tidigare negativ attityd har haft en påverkandiskuteras. Attityder gentemot incels bör därför vidare undersökas ochtas i beaktning inom det psykologiska fältet.