The Study of the Lower Graders¡¦ Sex Roles and Stereotypes in a Primary school Sue-Min Hong Abstract The purpose of this study is to explore the lower graders¡¦ views on sex roles and stereotypes. In addition, this study aims to explore whether the attitudes of parents have influence on children¡¦s views on sex roles and stereotypes. And the research problem intends to examine the differences of boys¡¦ and girls¡¦ views. The subjects are twelve 2nd grade children (6 females, 6 males). The author would like to understand the lower graders¡¦ views on sex roles and stereotypes which relate to infer the correlation of parents and children in order to offer some implications on children¡¦s sex education in the future. The study adopts individual interview and focus group interview to collect data. The former of which is to use ¡§Pilot Questionnaire¡¨ to know individuals, and the latter of which is to employ ¡§Focus Group Interview Outline¡¨ after children have read picture¡¦s books on sex stereotypes. In addition, there are six mothers who are interviewed (3 females, 3 males). The final conclusions as following: (1) the lower graders don¡¦t think sex roles as distinctive in nature, which might be influenced by adults attitudes and their experiences of life; (2) the stereotypes of lower graders whose personality traits reveal frankly and strong for boys and dependent for girls; and children¡¦s interests are differently among both sexes; and in achievements boys are better than girls and girls catch hardly; (3) the relation of children¡¦s views on sex roles and stereotypes to those of parents reveals that parents¡¦ image is the best teaching materials, then the deviation leads children¡¦s stereotypes; (4) in comparison with boys¡¦ and girls¡¦ views, they tend to obey the adult¡¦s rules, and focus not alike as growing up in different world, and obtaining modification of behaviors and beliefs after reading. As for sex stereotypes, boys tend to be difficult to escape and girls intend to counter gender¡¦s bounds. This study offers some suggestions on children¡¦s sex education and future research.

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This study investigates (1) whether infants in a day-care setting exhibit sexual preferences in the choice of a playmate, and (2) whether males exhibit more overt acts in play than do females. Eight male and eight female infants, attending a day-care center, paired by age (ages twelve to twenty-four months), were selected as subjects. Each of the sixteen children was observed for a ten-minute period on four separate days, over a two-week period, a total of forty minutes' observation time per child. No significant differences were found between male and female infants involving the preference of the sex of a playmate, or between male and female overt behaviors.

Over the past decade, the lament that 'we need more male primary school teachers' has flourished in media and populist discourse, within education systems and in government inquiries in both Australia and the rest of the Western world. Whilst this discourse commonly assumes that more male primary teachers will benefit both boys in schools and society in general, other important considerations are silenced and overlooked and attention is seldom paid to the experience of male primary school teachers. This study explores the experience of male primary school teachers and the prevailing societal discourses about them. It focuses on their experience of crossing over into a career that is commonly regarded by society as 'women's work', and charts the advantages and disadvantages they face as a result of their maleness. The understandings that are found within this study are informed by relevant literature and by data emanating from media discourse analysis, statistical analysis and life history interviews. As a result of examining the relevant literature and data, this study has found that the experience of male primary teachers is likely to be complex, contradictory and problematic. Whilst some of their experiences are similar to those of female primary teachers, this study only focuses on the part of their experience that differs from female teachers and is the direct result of their maleness. Their choice to cross-over into women's work such as primary teaching appears to yield a unique and complex mixture of experiences that are poorly understood by both themselves and others. In particular, it is apparent that they experience a vexing combination of advantages and disadvantages as a result of being a male in women's work. This study has identified eight categories of disadvantage and four categories of advantage that the males experience. The various sources of literature and data have differing constructions as to whether the males are advantaged and / or disadvantaged. Most commonly, the sources privilege either the disadvantages or the advantages and silence the other. More rarely, they acknowledge and accommodate both. On the whole, the disadvantages are better articulated, understood and documented than the advantages, which are often silenced and ignored. In order to fully explore the experience of male primary teachers, this study has also sought to identify the prevailing societal discourses and debates about them and to examine whether they are affecting the experience of the males. Information about societal discourses was found in the literature, media and life history interviews, with media discourse providing the most significant and comprehensive data. After examining these prevailing discourses about male primary teachers, this study has found that they have an enormous impact on the experience of male primary school teachers. However, in contrast, the study has shown that the experience of male primary school teachers is not contributing to, informing or shaping either societal or media discourses. As a result, these discourses can be seen to be largely inaccurate, unreflective and unproductive because they do not reflect the experience of male primary teachers. This examination into the experience of male primary teachers makes an important contribution to knowledge because there are so few Australian studies of males who cross over into women's work or on the sexual division of labour in contemporary Australian society. Whilst the study produces many more questions than it supplies answers, it nevertheless results in extremely important understandings about the experience of male primary school teachers and crossing-over into non-traditional work. In particular, the study reveals the problematic nature of their experience and the complex experiences, advantages and disadvantages that they face as a result of their maleness. It also charts the unhelpful ways that prevailing societal debates and discourses about them have been constructed. It points to the need for new and more sophisticated societal debates and discourses about male primary teachers that will accommodate the complexity of their experience. It is therefore anticipated that these findings will make an important contribution to understandings about the experience of male primary teachers and to the development of more informed societal discourses about them. Most importantly, the study will provide a language and framework to enable the issues that have been identified about the experience of male primary teachers to be adequately addressed within education policy, teaching practice and teacher education strategies.

This thesis reports the results of a survey of Christian church attenders which explored their attitudes and beliefs towards domestic violence. An extensive review of the relevant literature covers the nature of, and research into domestic violence; attitudes toward domestic violence; the relationship of domestic violence to doctrines and practices in the Judeo-Chrlstian tradition and in modern Christianity; and relevant topics in attribution theory. A survey of beliefs and attitudes about husband-to-wife physical violence was designed for this project. The questionnaire consisted of 53 items using a 5 point Likert scale and an optional, open-ended comments section. It was distributed to 12 congregations, representing 6 denominations, in the Canberra region. Participation was voluntary, and 340 questionnaires were completed. The gender ratio of the respondents is consistent with other studies of church attending populations, and Chi-square analysis found no significant differences in gender balance among the denominations. Factor analysis of the responses identified 8 subscales which explored themes of responsibility for and justification of violence, community support for perpetrators and victims, and beliefs about sex roles. Analysis of variance revealed significant differences among the denominations in beliefs about sex roles, but failed to find expected parallels in the justification and responsibility subscales. This sample is more in agreement than is the general population that neither a wife's action nor her verbal behaviour is justification for a husband to use physical force against her, and it is personally more willing to give support to victims of domestic violence and to helping perpetrators to change. Gender is more frequently a significant factor across the subscales than denomination. Comments from 190 respondents were categorised and provide qualitative data which is juxtaposed with the quantitative results. Directions for future research are discussed.

Organizations use work teams to solve complex problems in innovative ways. As such, an abundance of diverse ideas, suggestions, and information should help organizations generate quality products and remain competitive. Yet, there is research which shows that women do not participate as much as men in face-to-face team interactions. Women often get fewer speaking turns than men, they speak for shorter lengths of time, and they are interrupted more often than men. As a result, women?s ideas may often be overlooked in work settings. This is problematic, because women make up 46 percent of the United States workforce, and not being active participants in meetings could results in underutilization of roughly half of the firm?s human capital. This study investigated whether the order of face-to-face and virtual communication used by virtual teams could be used as one means of increasing inclusion and participation of women in male-dominated teams. Results from 82 teams confirmed that women felt more included in the team when they communicated virtually first and then face-to-face as opposed to face-to-face first and then virtually. Findings supported a four-stage model where the medium of communication influences feelings of inclusion which influences participation (both self-reported and objective). Participation, in turn, influences perceptions of interpersonal justice, satisfaction with the team, and ratings received from team members. An objective measure of participation and team performance ratings from five independent raters also show that the more equally team members participate and the higher the team?s total communication volume, in both total speaking turns and words spoken, the higher the team?s ratings and the more creative the team?s output was judged to be.

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Despite the fact that boys and girls in the US perform at equal rates on most standardized math exams, girls report lower self-confidence in, positive affect toward, and valuation of this subject. Internationally, the gap between girls’ and boys’ math scores is mostly accounted for by gender socialization and the rights of women in society. The present research uses Eccles’ (Parsons [Eccles] et al., 1983) Expectancy Value framework in considering the importance of math self-confidence, math valuation, and sex role egalitarianism on math achievement. Multiple regression will be used to determine the predictive ability of the independent variables. It is proposed that sex role egalitarianism and attitudes toward math will each significantly predict math achievement scores. Additionally, sex role egalitarianism will add to the prediction of math scores above what attitudes towards math contribute. Implications and future directions are discussed. / text