To study what stereotypes exist regarding psychologists by the general public and determine whether and how this affects hiring preferences, 114 undergraduate business and non-business students at a large southwestern university were asked to participate. The Gough Adjective Check List was administered to determine what stereotypes are held by persons regarding psychologists. A study of visual perception/stereotype and hiring preference as a function of attire was also conducted. Three dress styles were used as stimuli. It was hypothesized that the groups would differ in their stereotypes of psychologists both cognitively and visually. There were no significant differences between the groups as a function of college major. However, a main effect for dress style was found. Possible explanations of findings are discussed.

“Homonorm” is a collection of short stories that explores the gay male experience and challenges gender expectations. Through an exploration of form and content, each story serves to illuminate different issues in the gay community and in society. Where one story explores the issue of youth obsession with magical realism, the other tells the story of a gay artist’s sexual awakening and struggle with HIV and AIDS through a series of still-life photographs. This eclectic collection serves to break the stereotype of gay fiction and undo the gender norms for men through fantastical situations and a-typical forms of fiction to underscore the idea that life and community are varied and so too should be the representations of these two groups. / Includes bibliography. / Thesis (M.F.A.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

The Roma people, often referred to by the derogatory misnomer of "gypsy," are an ethnic group plagued by (mis)representation in popular culture. Roma representations in cinema, literature, journalism, and other forms of popular culture have perpetuated a long history of Roma exclusion. This thesis aims to identify not only the many manifestations of Roma (mis)representation, but also apply anthropological theory as a means of analyzing the ramifications of such (mis)representations on the Roma people. This paper concludes with suggestions for an anthropologically informed methodology of representation, and hopes to challenge long standing stereotypes and misinformation about the Romani culture. / by Alexi M. Velez. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

RuPaul's Drag Race is one of the few realilty television shows focusing on QLGBT (queer, lesbian, gay, bisexual, and transgender) identified individuals that has made it into mainstream consciousness. Drag Race provides a unique perspective on the ways that gender identity, sexuality, size, class, race, and ethnicity intersect and interact in people's lives.The television show augments many of these intersedtions and the challenges related to these identities while still reflecting the daily struggles that people experience.The show works to promote messages of self-love and acceptance ; however, it also promotes many problematic and damaging stereotypes. This thesis conducts a feminist analysis in order to answer the question: How does RuPaul's Drag Race relate to hegemonic and oppressive stereotypes and roles associated with gender identity, sexual orientation, size, class, race and ethnicity? Does it challenge or reinforce such hegemonies? In order to answer these questions, this thesis examines visual imagery, narrative, and dialogue in the show, utilizes theories from cultural and women's studies, English and communications. It concludes that although Drag Race does engage in some subversive behavior, it ultimately reinforces harmful hegemonic stereotypes. / by Sarah Tucker Jenkins. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

This thesis focuses on the continuous misrepresentations that appear throughout different outlets of popular culture and the negative impacts of these misrepresentations. In the first chapter, the focus will be on the films The Last of the Mohicans and The Mission and the origins and implications of the misrepresentation of Indians in film. The second chapter uses rap music videos such as 50 Cent’s In Da Club, Nelly’s Tip Drill, LMFAO and Lil John’s Shots, Where Da Hood At, Tupac’s Hit ‘Em up, and N.W.A.’s Straight Outta Compton as primary texts to demonstrate the one dimensional and problematic representations of African American Identity in the rap music industry. The third and final chapter uses the video games Grand Theft Auto III and Gun as examples of the negative representations that occur and are repeated quickly in the rapidly improving world of video games. While the misrepresentations are achieved and perpetuated differently in each medium, their ubiquitous presence in popular culture calls for discussion. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Leung Hoi Man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 77-82). / Abstracts in English and Chinese ; questionnaire in Chinese. / Chapter I. --- Introduction --- p.1 / Chapter II. --- Literature Review / Chapter A. --- The concept of gender-role orientation and related studies --- p.5 / Chapter B. --- The concept of androgyny --- p.9 / Chapter C. --- "Related studies on gender-role orientation and the perception of ""gendered"" advertisements" --- p.12 / Chapter D. --- "Evaluation of ""gendered"" advertisements from a cultivation perspective and related studies" --- p.16 / Chapter E. --- The concepts of life style and socioeconomic status and their interaction with gender-role orientation --- p.21 / Chapter III. --- Hypotheses --- p.29 / Chapter IV. --- Methodology / Chapter A. --- Questionnaire design --- p.35 / Chapter B. --- Sample design --- p.39 / Chapter C. --- Variable construction --- p.41 / Chapter V. --- Results / Chapter A. --- Hypothesis testing --- p.48 / Chapter B. --- Further findings --- p.51 / Chapter C. --- Analysis --- p.60 / Chapter VI. --- Conclusion and Discussion --- p.68 / Chapter VII. --- Appendices / Chapter A. --- Hypothesis model --- p.72 / Chapter B. --- Sample questionnaire --- p.73 / Chapter VIII. --- References --- p.77

Gender inequalities perpetuated by educational and occupational segregation may be exacerbated in part by socialization processes that occur in the years leading up to when high school students typically begin considering postsecondary options. Students’ feelings of self-efficacy in certain subjects can be an important factor that informs their decisions to pursue coursework and programs. This study used stereotype theory to understand how students' perceptions of their 9th grade math teacher's fairness affected their 11th grade math efficacy and how this relationship was moderated by the gender of the student and their math teacher. Using the High School Longitudinal Study of 2009, linear regression models predicting students’ math efficacy in 2012 indicated that students have higher levels of math efficacy when they perceive their math teachers as more fair, though this relationship was explained away by controls. An additional interaction term between student gender and math teacher gender revealed that girls’ efficacy is more strongly affected by perceptions of their male math teachers than perceptions of their female math teachers. This finding may be explained by the persistence of stereotypes around math that assume male superiority in the subject, which leads students to see their male math teachers as true authorities in math as opposed to their female math teachers.

In this dissertation, I present three manuscripts in which I integrate race into an ambivalent sexism framework using experimental, correlational, and cross-sectional methods. The first paper tests whether a female's race acts as a subtype to differentially elicit benevolent sexism (BS). Two experiments demonstrated that BS is more strongly associated with White women than Black women. The second paper explores the relationship between protective paternalism (a subcomponent of BS), anti-minority attitudes, and threat. Threat was associated with stronger endorsement of protective paternalism and a corresponding increase in anti-minority attitudes, particularly for White men, implicating BS in the maintenance of racial inequality. Finally, my third study investigated potential real-world consequences of the differential application of BS to Black and White women in the context of police responses to intimate partner violence (IPV). Officers were more likely to file supplemental paperwork for White victims than Black victims, and were most likely to do so when encountering a White victim and a Black suspect. White victims were also written about with a greater "risk focus", consistent with BS. In sum, chapter II establishes racial differences in who receives BS, chapter III demonstrates how paternalistic protections of White women are racialized, and chapter IV reveals how the intersection of BS with racial stereotypes may impact women seeking help from police. This dissertation is the first investigation in the social psychological literature of how race informs the targets, function, and consequences of BS.

Figures from the 2010 Census indicate that there are 50.5 million Latinos (16% of the total population) living in the United States (US) today. From 2000 to 2010, the Latino population experienced a very rapid growth rate of 43%, which accounted for over half the total population growth. More and more Latino students are entering our public schools and face the reality that 62 years after the Brown V. Board of Education ruling to integrate schools and equalize educational opportunities, schools are more racially and economically segregated and more unequal than they were more than half a century ago. As a group, Latinos continue to struggle academically and there is a large academic achievement gap between Latino students and White students. Using the lens of Latino Critical race theory, this narrative study was an attempt to understand the educational experience of five Latino students in a two-way immersion program within a racialized public education system in which negative stereotypes, such as lack of intellectual abilities, could create a threatening environment hindering their academic success. This narrative inquiry study sought to understand how, if at all, Latino students in a fifth grade two-way immersion program experienced anxiety about the ways they believe to be perceived in the classroom and school settings by their teachers and other classmates. Finding of this study confirmed the relative success of two-way immersion programs educating Latino students and highlighted the urgent need to conduct more research in bilingual settings trying to understand the role stereotype threat might play in the educational experience of Latino students. The fact that Latino students were still lagging behind their native English-speaking counterparts in the TWI program is a reality that must be researched further to understand the lived experiences of Latino students in bilingual programs.

Thesis (Ph. D.)--Miami University, Dept. of Psychology, 2007. / Title from second page of PDF document. Includes bibliographical references (p. 51-56).