Search Results (34)

This study aimed to analyze the attitudes of Toledo University students toward gender and violence, as well as their sexist beliefs, considering different sociodemographic variables, and to examine the associations between these attitudes and the expression of sexism. A descriptive cross-sectional design was employed, which was conducted in accordance with the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines. The study population consisted of 1176 students who completed an online survey that collected sociodemographic information and incorporated the Questionnaire of Attitudes toward Gender and Violence (CAGV), along with measures of hostile and benevolent sexism derived from the Ambivalent Sexism Inventory (ASI). A descriptive analysis, an inferential analysis and a Pearson correlation were performed for the scores of the two scales used, controlling for the influence of sex and age. Among the participants, 67.1% were women and 32.0% were men. The average age was 20.1 years, with a deviation of 2.2 years, and the age was between 18 and 26 years. This work was carried out in several Faculties of the Campus. The results highlight the significant differences between the groups of men and women in both questionnaires. In general, men have higher scores than women do, so they have higher sexist attitudes and beliefs. The correlations between both questionnaires are significant among all categories. We believe that the data analyzed call for the implementation of action plans to reduce sexist behavior in university students. Universities must establish action plans against gender violence. Full article

This study examines how several gender-encoding strategies in Spanish and social factors influence gender perception, reinforcing or mitigating a sexist male bias. Using an experimental design, we tested four linguistic conditions in a job recruitment context: masculine forms (theoretically generic), gender-splits, epicenes, and non-binary neomorpheme “-e”. After reading a profile in one of these conditions, 837 participants (52% women) selected an image of a woman or man. Results show that masculine forms lead to the lowest selection of female candidates, manifesting a male bias. In contrast, gender-fair language (GFL) strategies, particularly the neomorpheme (les candidates), elicited the highest selection of female images. Importantly, not only did linguistic factors and participants’ gender identity influence results—with male participants selecting significantly more men in the masculine condition, but affinity with feminist movements and LGBTQIA+ communities or positive attitudes towards GFL also modulated responses—increasing female selections in GFL, but reinforcing male selections in the masculine. Additionally, no extra cognitive cost was found for GFL strategies compared to masculine expressions. These findings highlight the importance, not only of linguistic forms, but of social and attitudinal factors in shaping gender perception, with implications for reducing gender biases in language use and broader efforts toward social equity. Full article

Affective–sexual education programs (ASEPs) are effective in combating gender violence (GV). Most previous studies have focused on the short-term effect these programs have on explicit sexist attitudes. The objective of this study was to analyze the short- and medium-term effect of an ASEP regarding sexist attitudes. An educational intervention study was carried out on 561 high school students in Tenerife (Spain). The 15 h intervention used a participatory methodology with debates, working groups, and game dynamics. Explicit attitudes were measured with the scale of sexist, violent, and stereotyped attitudes (SVSAs) and the gender role attitudes scale (GRAS), and implicit attitudes were measured with the assessment of the behavior of the characters of a brief tailored story, in which an interaction between two young people with an ambiguous component of gender violence is described. Four measurements were made: pre-intervention, post-intervention, 6 months, and 12 months. After the intervention, in the experimental group, scale scores decreased (SVSA from 28.7 ± 7.7 to 21.8 ± 2.1, p < 0.0001; GRAS from 30.6 ± 7.8 to 22.3 ± 2.8, p < 0.0001), and the level of approval of the behavior of the female character of the story improved (from 5.4 ± 2.6 to 7.6 ± 2.1, p < 0.0001). The effect of the intervention on sexist attitudes was maintained until the end of the 12-month follow-up period. Full article

The research analyzed the cognitive styles, sexist attitudes and social competencies that hinder gender equality in secondary education students. It identified sexist attitudes, cognitive styles and social skills that hinder change towards gender equality; explored significant differences in sexist attitudes and cognitive strategies and social attitudes by age; studied the relationship between sexist attitudes and cognitive and social strategies that perpetuate gender inequality; and analyzed how age may predict the use of these strategies. A total of 1034 students aged 11 to 18 participated in a cross-sectional study. The Ambivalent Sexism Inventory for Adolescents and the Questionnaire of Attitudes and Cognitive Social Strategies were administered. The results indicate that young people exhibit moderate levels of cognitive and social strategies that hinder the change in sexist behaviors. At ages 12–14, the acceptance of ambivalent and benevolent attitudes such as paternalism and heterosexual intimacy increases. We found greater aggressiveness–stubbornness, apathy–withdrawal, impulsivity, and rigidity of thought at ages 15–17. Age explains a small proportion of the variance in sexist attitudes, cognitive styles, and social competencies that hinder gender equality. The study highlights the need for coeducational measures that ensure equal cognitive and socio-emotional development in women and men. Full article

Gender-based violence is recognized as both a violation of human rights and a significant public health problem due to its widespread prevalence. Gender-based violence has also been shown to be associated with sexist beliefs. Furthermore, cultural background significantly influences how individuals develop attitudes toward gender roles. This study aims to examine the recurrence of dating violence among young couples in relation to their cultural context. The study involved 9759 participants (40.85% women and 59.15% men) with an age range between 13 and 26 years (M = 18.1, SD = 2.32) residing in either Spain (67.28%) or Mexico (32.72%). Participants completed two questionnaires: the Dating Violence Questionnaire (CUVINO) and the Role Attitudes Scale of Gender (GRAS). Gender-based violence was more recurrent in the Spanish context, especially among women. Spanish participants also held more stereotypical gender role attitudes than Mexican participants, with evidence linking these attitudes to higher rates of gender violence. It is confirmed that an issue as complex as gender violence in dating relationships is influenced by multiple determining factors, including cultural context. Full article

Sexist ideologies and attitudes perpetuate gender inequalities in both private and public contexts. Traditional views of sexism emphasize hostility, but the phenomenon is more complex, involving interdependent power relations between men and women. The Ambivalent Sexism Theory identifies two forms: hostile sexism (HS) and benevolent sexism (BS). This study aimed to measure the levels of HS and BS among men in a northern Italian town, examining sociodemographic factors associated with elevated sexism scores. A paper questionnaire was administered by a volunteer organization and the Local Health Authority to male individuals over 18 in Cesena from February to April 2023. The convenience sample was recruited from diverse settings, including universities, companies, cafes, and hospitals. The Ambivalent Sexism Inventory (Glick & Fiske) was translated into Italian and used for data collection. A total of 275 participants were included. The mean age was 44.4 years, with a diverse educational background. Regression analyses revealed that higher education levels were associated with lower HS scores with a high school education and a bachelor’s degree or higher showing statistically significant coefficients of −5.33 (SE = 2.26, p = 0.019, and 95% CI: −9.78–−0.88) and −8.64 (SE = 2.51, p = 0.001, and 95% CI: −13.58–−3.69), respectively, if compared to individuals with middle school education or less. Age was a significant predictor of BS, with older individuals showing higher BS scores (Coeff. = 0.20, SE = 0.05, p < 0.001, and 95% CI: 0.10–0.31). Healthcare professionals had higher HS scores, while unionists had both lower HS and BS scores. This study highlighted the levels of both HS and BS in various professional and social contexts. Education appears to be a critical factor in reducing HS, while age influences BS. Full article

Gender stereotypes and sexist attitudes continue to persist in educational settings, with significant implications for students’ achievement and well-being. This study aimed to investigate the development of gender stereotypes and sexist attitudes among Italian high school students and trainee teachers. A series of focus groups were conducted with a group of Italian school students and trainee teachers to uncover the complex interplay of individual, interpersonal, institutional, and societal factors that contribute to the formation and perpetuation of these biases. Analysis was conducted using a grounded theory approach. The findings reveal a nuanced and multifaceted understanding of the issue, highlighting the critical role of teacher attitudes, peer influence, and broader cultural norms in shaping students’ perceptions and behaviors. This study offers insights for educators, policymakers, and researchers seeking to address gender inequities in education and promote more inclusive and equitable learning environments. Full article

The Internet allows teenagers to express their identity through the publication of images and texts on social networks, but sometimes they may develop self-esteem problems as a result. The present study analyzed self-esteem levels, and their relationship with sexism, Internet use and the influence of likes, in 309 subjects, by asking them about Internet use, social networks, self-esteem and sexism. The results showed low levels of self-esteem, although boys scored higher on the overall scale and for hostile sexism. Similarly, those with higher percentages of low self-esteem showed higher scores for benevolent sexism. It can be concluded that the use of social networks and the Internet, in relation to sexist attitudes, influences adolescents’ self-esteem and social construction. Full article

(1) Background: Intimate partner violence (IPV) remains a pervasive issue, particularly among adolescents. Its prevalence is still high despite intervention efforts, especially for younger generations. Empathy and sexism are factors linked with IPV that have shown gender differences. This study focuses on how gender moderates the association of empathy and sexist attitudes among adolescents in Spain; (2) Methods: A two-stage stratified cluster sampling method for collecting data from 516 adolescents (219 boys, 297 girls) aged 12–18 years was used. Participants completed the Ambivalent Sexism Inventory and the Interpersonal Reactivity Index. Hierarchical multiple regression analyzed the moderating role of gender in the relation between empathy and ambivalent sexism; (3) Results: Boys exhibited higher sexism levels than girls. Perspective taking negatively predicted hostile sexism. Empathic concern positively predicted hostile and benevolent sexism. Significant gender-specific patterns emerged: more empathic concern was linked with increased hostile sexism in boys; higher perspective taking was linked with increased benevolent sexism in boys, but was lower in girls; (4) Conclusions: There is a complex interplay among empathy, gender, and sexism, suggesting that IPV prevention programs should be tailored differently for boys and girls by considering broader socio-political contexts, addressing traditional gender norms, and promoting gender equality. Full article

Feminist solidarities form when people from a variety of social locations and accompanying power and privilege actively forge alliances across difference(s) to support gender equity and justice and to resist systemic gender bias. While nations from the Global North depict themselves as bastions of gender equity in comparison to nations of the Global South, countries such as the US, making dubious claims to “post-sexist” and “post-racial” societies, protest too much. Using a representative, national sample in the US, most participants did not disagree with sexist and racist attitudes and beliefs, and six variables accounted for 60.1% of the variance in sexism in a multiple regression model (F = 89.62, p < 0.001): racism, critical thinking dispositions, Islamophobia, conspiracy mentality, gender, and authoritarianism. Implications for educators and social science researchers are discussed. Full article

Sexism during adolescence may hinder the attainment of gender equality and the eradication of violence against women. The aim of this research was to analyze the relationship between an individual’s view on gender equality and the internalization of ambivalent sexism, as well as to study the impact of different types of egalitarian attitudes (sociocultural, relational, and personal) on the levels of hostile and benevolent sexism among the adolescent population. A quantitative approach with a cross-sectional design was employed in this research. The sample group consisted of 1840 students (50.1% female and 49.9% male) in Compulsory Secondary Education in Castilla-La Mancha, Spain. The results show that adolescents who endorse pro-gender-inequality attitudes exhibit greater levels of hostile and benevolent sexism than their counterparts. Conversely, adolescents adopting pro-equality attitudes leads to lower levels of ambivalent sexism. In both male and female adolescents, egalitarian attitudes at the sociocultural, relational, and individual levels have a negative impact on the internalization of sexism. It is therefore crucial for both schools and families to prioritize the instruction of egalitarian values from early childhood, as this will aid in advancing a fairer and more equal society whilst eradicating sexist biases and violence against women. Full article

This study examines gender differences in levels of sexism among university students and evaluates variations in assessing sexist attitudes toward professors. The aim is to analyze potential disparities between men and women regarding ambivalent sexism (both hostile and benevolent) and to determine if these differences influence the evaluation of specific behaviors by teaching faculty. Additionally, the present study seeks to validate the variability hypothesis, asserting that men are over-represented in the extremes of distributions compared to women concerning analyzed sexist attitudes. Eighty university students participated voluntarily and anonymously, completing three questionnaires on ambivalent sexism, neosexism, and the assessment of sexist behaviors by their instructors. Consistent with prior research, the results reveal higher levels of sexism among men in this context. Despite these differences, both men and women align in evaluating specific behaviors in teaching faculty, irrespective of their individual levels of sexism. Finally, the data presented support the variability hypothesis, indicating greater variability in sexist attitudes among men than women. These findings suggest that general attitudes assessed in most questionnaires might not be representative of the behaviors and attitudes that people display in real specific situations. This could change how future research and interventions approach these issues. Full article

The gender gap is a current topical issue. Sexist assumptions that manifest as gender stereotypes are partially responsible for these inequalities. The ambivalent sexism theory argues that hostile sexism refers to explicitly antagonistic sexist attitudes, while benevolent sexism refers to apparently positive but implicitly malevolent attitudes. There has been evidence reported that benevolent sexism is detrimental to women’s personal and professional well-being, implies lower levels of career aspiration and impacts task performance. This study is aimed at examining the impact that the experience of benevolent and hostile sexism could have on performance and job satisfaction. A total of 402 female workers were enrolled. The results showed that an experience with benevolent sexism significantly decreased the positive relationship between work engagement, psychological capital and organisational support and outcomes. Conversely, hostile sexism only reduces job satisfaction in its interaction with work engagement and organisational support. Moreover, through a multi-group analysis, possible differences across age were examined in the theorised model. Here, the younger generation seems to be more affected and experience more benevolent sexism than the older generation, which is seen both in individual moderators and in their interactions with predictors. This study is helpful for a deeper comprehension of contemporary sexism, offering also suggestions for equality policies’ design. Full article

Although African American educators strive to ameliorate racist and/or sexist barriers to learners’ science engagement in U.S. education, examples of applications of culturally relevant science instruments to measure African American learners’ engagement in science are hard to find in the literature. Inaccurate perceptions about student engagement in science education continue to exist, including assumptions about the prevalence and effects of low socioeconomic status, limited content knowledge, and a lack of interest or motivation of African American learners compared to white learners. Most exemplars of student engagement in science focus on the cognitive, behavioral, and social mores of white, male, cisgender, middle-class learners and their reactions to teacher pedagogy. This article reports on a qualitative study of three African American female and male secondary science educators’ narratives of “engagement” in science amongst systemic inequities in the northeastern and southeastern U.S. regions. To better understand African American learners’ science engagement, I combined socially transformative science curriculum approaches for African American students using five types of mastery with the concepts of culturally relevant science pedagogy as the facilitator of racial equity. A critical-arts-based research methodology was used to craft participants’ autobiographical data and drawings into a literary métissage of the participants’ experiences, memories, and culturally relevant pedagogical strategies. Themes included: (1) teachers’ recognition that their interest and positionality impacted their engagement in science; (2) their understanding of how identifying as scientists informed their career choices and modes of participation; and (3) their observations about how mentoring and vision influenced students’ attitudes about engaging in science. The major finding was that critical incidents that teachers experienced when they were students in K-20 schools influenced how they became engaged in science and constructed their culturally relevant practices as science educators. The implications of this finding for pre-service and teacher leadership development for equitable teaching and learning will be discussed, and recommendations for using culturally relevant science practices and navigating power dynamics will be provided. Full article

Media representations play an important role in producing sociocultural pressures. Despite social and legal progress in civil rights, restrictive gender-based representations appear to be still very pervasive in some contexts. The article explores scientific research on the relationship between media representations and gender stereotypes, objectification and sexualization, focusing on their presence in the cultural context. Results show how stereotyping, objectifying and sexualizing representations appear to be still very common across a number of contexts. Exposure to stereotyping representations appears to strengthen beliefs in gender stereotypes and endorsement of gender role norms, as well as fostering sexism, harassment and violence in men and stifling career-related ambitions in women. Exposure to objectifying and sexualizing representations appears to be associated with the internalization of cultural ideals of appearance, endorsement of sexist attitudes and tolerance of abuse and body shame. In turn, factors associated with exposure to these representations have been linked to detrimental effects on physical and psychological well-being, such as eating disorder symptomatology, increased body surveillance and poorer body image quality of life. However, specificities in the pathways from exposure to detrimental effects on well-being are involved for certain populations that warrant further research. Full article