Thesis (Ph. D.)--University of Washington, 1996. / Vita. Includes bibliographical references (leaves [351]-383).

Thesis (M.S.)--University of Michigan, 1985.

Thesis (M.S.)--University of Michigan, 1985.

Orientador: Verônica Fabrini Machado de Almeida / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-28T00:19:58Z (GMT). No. of bitstreams: 1 Villanova_PamelladeCaprio_M.pdf: 7167403 bytes, checksum: 2274b10ab2004d1c9b100d9da7892202 (MD5) Previous issue date: 2014 / Resumo: Uma atriz investiga as performatividades que envolvem os gêneros masculino e feminino. Como rata de laboratório e sujeito científico, experimenta em si e em corpos a seu redor a mitologia da mulher erótica, procurando ultrapassar dualidades em uma exploração andrógena. O mito grego de Helena foi escolhido como campo de provas, material poético estudado principalmente a partir da tragédia As Troianas, de Eurípedes; das pesquisas históricas de Bettany Hughes; das análises do Prof. Junito de Souza Brandão e do romance da francesa Sophie Chaveau. As questões de Helena serão problematizadas pelo viés dos estudos de gênero de Judith Butler e Beatriz Preciado; e da perspectiva do Imaginário, principalmente em Gaston Bachelard e CG Jung. Abordada a partir de suas subversões da feminilidade, como figura dissonante que permanece na arte ocidental desde Homero, a pesquisa busca a exploração andrógena porque os corpos procuram assumir o feminino e o masculino, se propondo a permanecer nas fronteiras, longe das universalizações, ali onde tudo parece confuso e caótico. Assume-se também uma exploração vadia porque a forma de organização das ideias permite o ir e vir entre teoria e prática sem pudores. Este trabalho é teórico-prático, interdisciplinar e autobiográfico / Abstract: An actress investigates performativities involving males and females roles. As a laboratory rat and scientific subject, experiences itself and the bodies around her with the mythology of the erotic woman, looking to overcome dualities in an androgeny exploration. The Greek myth of Helen is the field trials, an engaging poetic material studied mostly from the tragedy "The Trojan Women", by Euripides; the historical research of Bettany Hughes; the analysis of Prof. Junito de Souza Brandão and the novel of the French Sophie Chaveau. Helen's issues will be problematized from gender studies of Judith Butler and Beatriz Preciado; and the perspective of the Imaginary, especially in Gaston Bachelard and CG Jung. Approached from its subversions of femininity, as dissonant figure that remains in Western art from Homer, the research seeks to an androgeny exploration because the bodies seeking to assume the feminine and the masculine, proposing to remain at the border, away from universalizations, where there everything seems confused and chaotic. It is also assumed a slutty exploration because the organization of ideas allows the coming and going between theory and practice shamelessly. This work is theoretical and practical, interdisciplinary and autobiographical / Mestrado / Teatro, Dança e Performance / Mestra em Artes da Cena

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A group of 125 female college students were given Spielberger's State Anxiety Inventory and Bem's Sex Role Inventory. Those females with minimal typing skills and minimal computer experience interacted with a computer ten minutes and then given a second State Anxiety Inventory. Pretest and posttest data were obtained from forty-eight subjects selected on the basis of Bem's Sex Role Inventory to test the hypotheses: females that score high on the Androgynous scale of the Bem Sex Role Inventory (BSRI) will experience relatively low levels of anxiety while interacting with computer, females that score high on the Feminine and Undifferentiated scales of BSRI will experience relatively high levels of anxiety while interacting with a computer, and females that score high Masculine on the BSRI will experience relatively intermediate levels of anxiety. Androgynous females will produce high performance scores on the computer typing task while Feminine or Undifferentiated subjects will have the lowest performance scores. No significant differences among the four groups were found F(3,44)=2.14, p > .05 for anxiety change. No significant differences were found for performance scores among the four groups F(3,44)=.773, p > .05. Implications for alternative predictors of anxiety are discussed.

This research studies the interaction between sex role identity, sexual preference and intrapersonal competence. The subjects were 46 homosexual and 30 heterosexual white, single women of the Central Florida area. Subjects were classified as Masculine, Feminine, Androgynous or Undifferentiated using the Bem Sex Role Inventory. Intrapersonal Competence was measured using the Personal Adjustment, Self Confidence and Self Control scales of the Adjective Check List. A Two-way Analysis of Variance showed no significant main effects for sex role or sexual orientation. Post hoc analysis of the three Intrapersonal Competence subscales indicated that the Androgynous and Masculine women were higher in self confidence than the Feminine and Undifferentiated women. When the two groups, Masculine-Androgynous and Feminine-Undifferentiated were analyzed by homosexual and heterosexual groups using a 2 X 2 Chi-square procedure, a significant association was found between sex role categorization and sexual orientation. It is believed that future studies would benefit from including the bisexual sexual preference, the effects of coupling, and a measure of the effects of active involvement in the feminist movement. It is the opinion of this writer that society is in flux on these issues and a longitudinal study is also needed for a fuller assessment.

No description available.

Research examining student-teacher interactions has tended to focus upon the teacher's perceptions of, and reactions to, his/her students. Such studies have indicated that teachers tend to react differentially to male and female students, that these students are aware of sex-role stereotypes, and that this awareness seems to affect perceptions of self and others, as well as actual performance. The majority of these studies have targeted the perceptions and behaviors of preschool and elementary school children. As there is a dearth of research examining similar variables in adolescents, more intensive investigations need to be conducted before any generalizations about classroom behavior can be drawn. The purpose of the current investigation was to examine the effects of middle-school students' levels of androgyny and self-esteem on classroom behavior, as well as to examine the impact of these variables on students' performance attributions and classroom perceptions. Students were asked to complete questionnaires assessing their levels of androgyny and self-esteem, and their perceptions of which of their peers perform various behaviors. While few significant differences were found by degree of androgyny for student behaviors, student sex did seem to play a role in which classroom behaviors were exhibited. Peer behavior in the classroom was related to students' sex and level of androgyny. Internal and external attributions for performance seemed to be affected by degree of androgyny. Boys received higher grades than girls in both science/computer science and English, although there were no sex differences for grade expectations. High-androgynous individuals tended to have higher self-esteem than low-androgynous individuals. Implications for the conceptualization of androgyny were discussed, as well as empirical findings and developmental issues. / M.S.

In this study the sex-role identities of 280 female students at Stellenbosch University were compared with regards to attributional style and self-esteem. Three self report questionnaires were used to measure the variables: The Bem Sex-Role Inventory, the Attributional Style Questionnaire and the Rosenberg Self-Esteem Scale. The results showed that the androgynous sex-role identity group had a significantly more optimistic attributional style and a higher degree of self-esteem than the feminine and undifferentiated groups. The results also showed a significant positive correlation between general attributional style and self-esteem. A pessimistic attributional style and a lower degree of self-esteem have been associated with a wide variety of psychological problems in research literature. The results of this study provide support for the theory that an androgynous sex-role identity might be significantly better than a feminine sex-role identity for the psychological health of women. The researcher suggests that the effects of traditional sex-role socialization on the psychological well-being of women should be considered in the planning of prevention and empowerment programs.