Should Educators and Parents Encourage Other-Gender Interactions? Gender Segregation and Sexism

Autor/inn/en	Keener, Emily; Mehta, Clare; Strough, JoNell
Titel	Should Educators and Parents Encourage Other-Gender Interactions? Gender Segregation and Sexism
Quelle	In: Gender and Education, 25 (2013) 7, S.818-833 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2013.845648
Schlagwörter	Gender Differences; Peer Relationship; Gender Bias; Adolescents; Interaction; Social Bias; Gender Discrimination; Friendship; Developmental Psychology; Stereotypes; Single Sex Schools; Social Attitudes; Path Analysis; Hypothesis Testing; Regression (Statistics); Pennsylvania; West Virginia + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Peer-Beziehungen; Geschlechterstereotyp; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interaktion; Freundschaft; Entwicklungspsychologie; Klischee; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Social attidude; Soziale Einstellung; Pfadanalyse; Hypothesenprüfung; Hypothesentest; Regression; Regressionsanalyse
Abstract	We investigated gender differences in the association between gender-segregated peer preferences and sexism in adolescents (15-17 years, 60 boys and 85 girls). To assess gender-segregated peer preferences, adolescents nominated peers for interaction in two contexts: "hanging out" at home and working on a school project. The Modern Sexism Scale [Swim, J. K., K. J. Aikin, W. S. Hall, and B. A. Hunter. 1995. "Sexism and Racism: Old-Fashioned and Modern Prejudices." "Journal of Personality and Social Psychology" 68 (2): 199-214] measured two dimensions of sexism: Antagonism towards Women's Demands (believing feminist issues are unimportant) and denial of continuing discrimination (believing gender discrimination no longer exists). For boys, Antagonism towards Women's Demands was associated with gender-segregated peer preferences in the school and home context. For girls, Denial of Continuing Discrimination was associated with gender-segregated peer preferences in the home context. Results are informative for educators and for other professionals interested in reducing inequality and sexism among adolescents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10