Structural Properties of Ability Conceptualizations in Age and Sex Stereotypes.

Autor/inn/en	Sadowski, Cyril J.; und weitere
Titel	Structural Properties of Ability Conceptualizations in Age and Sex Stereotypes.
Quelle	(1988), (18 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Ability; Age Differences; Competence; Evaluative Thinking; Graduate Students; Higher Education; Personality Traits; Sex Differences; Stereotypes; Student Attitudes; Undergraduate Students + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Age; Difference; Age difference; Altersunterschied; Kompetenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Sex difference; Geschlechtsunterschied; Klischee; Schülerverhalten
Abstract	Many important social judgments involve deciding whether a person is likely to be successful in a particular situation. The literature on stereotypes suggests that there is a differential application of conceptualizations of ability in describing age and sex groups. This study investigated the hypothesis that age and sex stereotypes are associated with conceptualizations demonstrating ability. Separate samples of 30 graduate students and 14 undergraduate students rated the characteristic age and sex associated with traits related to demonstrating ability through competence and superiority. Samples of 10 undergraduates each rated the frequency of the traits in the population, the number of occasions which allow confirming the presence of the traits, and the number of instances required to confirm that the traits characterized an individual. The results indicated that traits related to demonstrating ability through superiority were more characteristic of younger individuals and males than were traits reflecting competence. Moreover, traits related to demonstrating ability through superiority were seen as more diagnostic and more readily confirmable than traits reflecting competence. These findings suggest that demonstrating superiority would be overweighted in memory-based evaluations and would thus promote the young male stereotype of achievement. (Author/ABL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01