Author | Method | Sample | Analysis techniques |
---|---|---|---|
General Panel Survey | 11,986 | Regression | |
(2017) | Graduate Student Sample | 760 | Regression and Correlations |
(2015) | General Panel Survey | 368 | Regression and Correlation |
(2011) | General Panel Survey | 22,770 | Regression |
Graduate Student Panel Survey | 2,400 | Regression | |
General Panel Survey | 15,668 | Regression | |
General Panel Survey | 1,416 | Regression | |
(2016) | College Student Panel Survey | 106 | Regression |
(2017) | Cross-Cultural Study | 55 Nations | Regression |
General Panel Survey | 14,884 | Regression | |
Cross-Cultural Study | 36 Nations | Regression | |
General Panel Survey | 1,000 | Regression | |
College Student Panel Survey | 4,759 | Regression | |
(2018) | General Panel Survey | 4,947 | Regression |
(2005) | General Panel Survey | 1,113 | Regression |
Cluster | No of items | Items |
---|---|---|
1 | 6 | Attitudes, cohabitation, fertility, life course, living arrangements, marriage |
2 | 6 | Couples, employment, family economics, gender roles, longitudinal research, marital quality |
3 | 5 | Gender, multi-role environment, role overload, stress, work, and family |
4 | 2 | Career outcomes, gender attitudes |
Author | Consequences/outcomes | Meaning |
---|---|---|
Low marriage rate, women less likely to have children and increased cohabitation | ||
Attitude convergence in marriage | Partners attitude alignment Convergence the attitudes in marriage Partners | |
(2005) | Increase subsequent school enrolment, women's full-time employment and independent living and delay marriage and marital parenthood | |
More working hours and more income for women | Women's more working hours and more income. Having fewer children | |
(2011) | Egalitarian essentialism | New cultural concerns, such as intensive parenting and career stress |
Nondifference in men or women for work life | Nondifference in work life balance for men and women | |
(2015) | Reduce gender role stereotyping | Egalitarian gender role attitude reduces the traditional gender role stereotypes |
(2016) | Children's convergence of egalitarian attitudes | Fathers' egalitarian gender role attitudes predicted child egalitarian gender role attitudes and outcomes |
(2017) | Increased entrepreneurial intention of women | Androgynous gender role orientation is most influential on entrepreneurial intention |
(2017) | Gender differences in personality cross-culturally | Gender differences in personality – Big Five traits, Dark Triad traits, self-esteem, subjective well-being, depression and values – are clearly more significant in cultures with more egalitarian gender roles |
Reduce conflict mindset (increase peace mindset) | Less support for the use of force to achieve traditional security objectives (Pease Increase) | |
Reduce the women's disadvantage in entering females in male-dominated occupations | Egalitarian gender attitudes at job entry can partially moderate women's disadvantage in entering male-dominated occupations | |
(2018) | Work and family role overload and stress | Results in work and family role overload and stress of |
Economic rationality of females | Females acting on economic rationality rather than gender norm | |
Low satisfaction | Low satisfaction to both men and women | |
Lower relationship quality and stability in marital relationships | Lower relationship quality and low stability in marital relationships when female breadwinner context |
Source(s): Authors created (2021)
Abele , A.E. ( 2003 ), “ The dynamics of masculine-agentic and feminine-communal traits: findings from a prospective study ”, Journal of Personality and Social Psychology , Vol. 85 No. 4 , p. 768 .
Alfieri , T. , Ruble , D.N. and Higgins , E.T. ( 1996 ), “ Gender stereotypes during adolescence: developmental changes and the transition to junior high school ”, Developmental Psychology , Vol. 32 No. 6 , pp. 1129 - 1137 , doi: 10.1037/0012-1649.32.6.1129 .
Aryee , S. , Luk , V. , Leung , A. and Lo , S. ( 1999 ), “ Role stressors, interrole conflict, and well-being: the moderating influence of spousal support and coping behaviors among employed parents in Hong Kong ”, Journal of Vocational Behavior , Vol. 54 No. 2 , pp. 259 - 278 , doi: 10.1006/jvbe.1998.1667 .
Attanapola , C. ( 2004 ), “ Changing gender roles and health impacts among female workers in export-processing industries in Sri Lanka ”, Social Science and Medicine , Vol. 58 , pp. 2301 - 2312 , 1982 , doi: 10.1016/j.socscimed.2003.08.022 .
Bakan , D. ( 1966 ), The Duality of Human Existence , Addison-Wesley , Reading, PA .
Barber , J.S. and Axinn , W.G. ( 1998 ), “ Gender role attitudes and marriage among young women ”, The Sociological Quarterly , Vol. 39 No. 1 , pp. 11 - 31 , doi: 10.1111/j.1533-8525.1998.tb02347.x .
Barry , V. , Stout , M.E. , Lynch , M.E. , Mattis , S. , Tran , D.Q. , Antun , A. , Ribeiro , M.J. , Stein , S.F. and Kempton , C.L. ( 2020 ), “ The effect of psychological distress on health outcomes: a systematic review and meta-analysis of prospective studies ”, Journal of Health Psychology , Vol. 25 No. 2 , pp. 227 - 239 , doi: 10.1177/1359105319842931 .
Beere , C.A. , King , D.W. , Beere , D.B. and King , L.A. ( 1984 ), “ The Sex-Role Egalitarianism Scale: a measure of attitudes toward equality between the sexes ”, Sex Roles , Vol. 10 Nos 7-8 , pp. 563 - 576 .
Bem , S.L. ( 1974 ), “ The measurement of psychological androgyny ”, Journal of Consulting and Clinical Psychology , Vol. 42 No. 2 , pp. 155 - 162 , doi: 10.1037/h0036215 .
Benería , L. , Berik , G. and Floro , M.S. ( 2015 ), Gender, Development, and Globalization: Economics as if All People Mattered , 2nd ed. , Routledge, New York , doi: 10.4324/9780203107935 .
Berkery , E. , Morley , M. and Tiernan , S. ( 2013 ), “ Beyond gender role stereotypes and requisite managerial characteristics: from communal to androgynous, the changing views of women ”, Gender in Management: An International Journal , Vol. 28 No. 5 , pp. 278 - 298 , doi: 10.1108/GM-12-2012-0098 .
Berridge , D. , Penn , R. and Ganjali , M. ( 2009 ), “ Changing attitudes to gender roles: a longitudinal analysis of ordinal response data from the British household panel study ”, International Sociology , Vol. 24 No. 3 , pp. 346 - 367 , doi: 10.1177/0268580909102912 .
Blau , F.D. and Kahn , L.M. ( 2006 ), “ The US gender pay gap in the 1990s: slowing convergence ”, ILR Review , Vol. 60 No. 1 , pp. 45 - 66 .
Blom , N. and Hewitt , B. ( 2020 ), “ Becoming a female‐breadwinner household in Australia: changes in relationship satisfaction ”, Journal of Marriage and Family , Vol. 82 No. 4 , pp. 1340 - 1357 , doi: 10.1111/jomf.12653 .
Boehnke , M. ( 2011 ), “ Gender role attitudes around the globe: egalitarian vs traditional views ”, Asian Journal of Social Science , Vol. 39 No. 1 , pp. 57 - 74 , doi: 10.1163/156853111X554438 .
Bosak , J. , Eagly , A. , Diekman , A. and Sczesny , S. ( 2018 ), “ Women and men of the past, present, and future: evidence of dynamic gender stereotypes in Ghana ”, Journal of Cross-Cultural Psychology , Vol. 49 No. 1 , pp. 115 - 129 , doi: 10.1177/0022022117738750 .
Brandth , B. , Halrynjo , S. and Kvande , E. ( 2017 ), “ Integrating work and family; Changing institutions and competing logics ”, in Brandth , B. , Halrynjo , S. and Kvande , E. (Eds), Work–Family Dynamics: Competing Logics of Regulation, Economy and Morals , 1st ed. , Routledge , doi: 10.4324/9781315716794 .
Broverman , I.K. , Broverman , D.M. , Clarkson , F.E. , Rosenkrantz , P.S. and Vogel , S.R. ( 1970 ), “ Sex-role stereotypes and clinical judgments of mental health ”, Journal of Consulting and Clinical Psychology , Vol. 34 No. 1 , pp. 1 - 7 , doi: 10.1037/h0028797 .
Brown , D.E. ( 1991 ), Human Universals , Temple University Press, Philadelphia, PA .
Brown , C.S. and Stone , E.A. ( 2016 ), “ Gender stereotypes and discrimination ”, Advances in Child Development and Behavior , Elsevier , Vol. 50 , pp. 105 - 133 , doi: 10.1016/bs.acdb.2015.11.001 .
Charlesworth , T.E.S. and Banaji , M.R. ( 2021 ), “ Patterns of implicit and explicit stereotypes III: long-term Change in gender stereotypes ”, Social Psychological and Personality Science , 194855062098842 , doi: 10.1177/1948550620988425 .
Ciabattari , T. ( 2001 ), “ Changes in men's conservative gender ideologies: cohort and period influences ”, Gender and Society , Vol. 15 No. 4 , pp. 574 - 591 , doi: 10.1177/089124301015004005 .
Cohen , F. , Kearney , K.A. , Zegans , L.S. , Kemeny , M.E. , Neuhaus , J.M. and Stites , D.P. ( 1999 ), “ Differential immune system changes with acute and persistent stress for optimists vs pessimists ”, Brain, Behavior, and Immunity , Vol. 13 No. 2 , pp. 155 - 174 , doi: 10.1006/brbi.1998.0531 .
Constantin , A. and Voicu , M. ( 2015 ), “ Attitudes towards gender roles in cross-cultural surveys: content validity and cross-cultural measurement invariance ”, Social Indicators Research , Vol. 123 No. 3 , pp. 733 - 751 , doi: 10.1007/s11205-014-0758-8 .
Corrigall , E.A. and Konrad , A.M. ( 2007 ), “ Gender role attitudes and careers: a longitudinal study ”, Sex Roles , Vol. 56 Nos 11-12 , pp. 847 - 855 , doi: 10.1007/s11199-007-9242-0 .
Cotter , D. , Hermsen , J.M. and Vanneman , R. ( 2011 ), “ The end of the gender revolution? Gender role attitudes from 1977 to 2008 ”, American Journal of Sociology , Vol. 117 No. 1 , pp. 259 - 289 , doi: 10.1086/658853 .
Cunningham , M. , Beutel , A.M. , Barber , J.S. and Thornton , A. ( 2005 ), “ Reciprocal relationships between attitudes about gender and social contexts during young adulthood ”, Social Science Research , Vol. 34 No. 4 , pp. 862 - 892 , doi: 10.1016/j.ssresearch.2005.03.001 .
Davis , S.N. and Greenstein , T.N. ( 2009 ), “ Gender ideology: components, predictors, and consequences ”, Annual Review of Sociology , Vol. 35 , pp. 87 - 105 .
Dawson , A. , Pike , A. and Bird , L. ( 2016 ), “ Associations between parental gendered attitudes and behaviours and children's gender development across middle childhood ”, European Journal of Developmental Psychology , Vol. 13 No. 4 , pp. 452 - 471 , doi: 10.1080/17405629.2015.1109507 .
De Silva , M.T.T. and Priyashantha , K.G. ( 2014 ), “ Changing gender stereotypes: the impact of conflicts in dual career families on turnover intention (with special reference to female professionals in Sri Lanka) ”, International Journal of Arts and Commerce , Vol. 3 No. 5 , available at: https://ijac.org.uk/images/frontImages/gallery/Vol._3_No._5/1.pdf .
Deaux , K. and Lewis , L.L. ( 1984 ), “ Structure of gender stereotypes: interrelationships among components and gender label ”, Journal of Personality and Social Psychology , Vol. 46 No. 5 , p. 991 .
Diekman , A.B. and Eagly , A.H. ( 2000 ), “ Stereotypes as dynamic constructs: women and men of the past, present, and future ”, Personality and Social Psychology Bulletin , Vol. 26 No. 10 , pp. 1171 - 1188 , doi: 10.1177/0146167200262001 .
Diekman , A.B. , Eagly , A.H. , Mladinic , A. and Ferreira , M.C. ( 2005 ), “ Dynamic stereotypes about women and men in Latin America and the United States ”, Journal of Cross-Cultural Psychology , Vol. 36 No. 2 , pp. 209 - 226 , doi: 10.1177/0022022104272902 .
Duxbury , L. , Stevenson , M. and Higgins , C. ( 2018 ), “ Too much to do, too little time: role overload and stress in a multi-role environment ”, International Journal of Stress Management , Vol. 25 No. 3 , pp. 250 - 266 , doi: 10.1037/str0000062 .
Eagly , A.H. and Karau , S.J. ( 2002 ), “ Role congruity theory of prejudice toward female leaders ”, Psychological Review , Vol. 109 No. 3 , pp. 573 - 598 , doi: 10.1037/0033-295X.109.3.573 .
Eagly , A.H. , Nater , C. , Miller , D.I. , Kaufmann , M. and Sczesny , S. ( 2020 ), “ Gender stereotypes have changed: a cross-temporal meta-analysis of US public opinion polls from 1946 to 2018 ”, American Psychologist , Vol. 75 No. 3 , pp. 301 - 315 , doi: 10.1037/amp0000494 .
Fong , K. , Mullin , J.B. and Mar , R.A. ( 2015 ), “ How exposure to literary genres relates to attitudes toward gender roles and sexual behavior ”, Psychology of Aesthetics, Creativity, and the Arts , Vol. 9 No. 3 , pp. 274 - 285 , doi: 10.1037/a0038864 .
Garcia-Retamero , R. , Müller , S.M. and López-Zafra , E. ( 2011 ), “ The malleability of gender stereotypes: influence of population size on perceptions of men and women in the past, present, and future ”, Journal of Social Psychology , Vol. 151 No. 5 , pp. 635 - 656 , doi: 10.1080/00224545.2010.522616 .
Gill , S. , Stockard , J. , Johnson , M. and Williams , S. ( 1987 ), “ Measuring gender differences: the expressive dimension and critique of androgyny scales ”, Sex Roles , Vol. 17 Nos 7-8 , pp. 375 - 400 , doi: 10.1007/BF00288142 .
Goldscheider , F.K. and Goldscheider , C. ( 1993 ), Leaving Home before Marriage: Ethnicity, Familism, and Generational Relationships , University of Wisconsin Press, Madison, Wisconsin .
Haines , E.L. , Deaux , K. and Lofaro , N. ( 2016 ), “ The times they are a-changing … or are they not? A comparison of gender stereotypes, 1983-2014 ”, Psychology of Women Quarterly , Vol. 40 No. 3 , pp. 353 - 363 , doi: 10.1177/0361684316634081 .
He , G. and Zhou , M. ( 2018 ), “ Gender difference in early occupational attainment: the roles of study field, gender norms, and gender attitudes ”, Chinese Sociological Review , Vol. 50 No. 3 , pp. 339 - 366 , doi: 10.1080/21620555.2018.1430509 .
Hébert , S. , Mazurek , B. and Szczepek , A.J. ( 2017 ), “ Stress-related psychological disorders and tinnitus ”, in Szczepek , A. and Mazurek , B. (Eds), Tinnitus and Stress , Springer International Publishing , pp. 37 - 51 , doi: 10.1007/978-3-319-58397-6_3 .
Hoyt , C.L. , Simon , S. and Reid , L. ( 2009 ), “ Choosing the best (wo) man for the job: the effects of mortality salience, sex, and gender stereotypes on leader evaluations ”, The Leadership Quarterly , Vol. 20 No. 2 , pp. 233 - 246 .
Jabeen , S. , Malik , S. , Khan , S. , Khan , N. , Qureshi , M.I. and Saad , M.S.M. ( 2020 ), “ A comparative systematic literature review and bibliometric analysis on sustainability of renewable energy sources ”, International Journal of Energy Economics and Policy , Vol. 11 No. 1 , pp. 270 - 280 , doi: 10.32479/ijeep.10759 .
Kalmijn , M. ( 2005 ), “ Attitude alignment in marriage and cohabitation: the case of sex-role attitudes ”, Personal Relationships , Vol. 12 No. 4 , pp. 521 - 535 , doi: 10.1111/j.1475-6811.2005.00129.x .
Liberati , A. , Altman , D.G. , Tetzlaff , J. , Mulrow , C. , Gøtzsche , P.C. , Ioannidis , J.P.A. , Clarke , M. , Devereaux , P.J. , Kleijnen , J. and Moher , D. ( 2009 ), “ The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration ”, PLoS Medicine , Vol. 6 No. 7 , e1000100 , doi: 10.1371/journal.pmed.1000100 .
Lopez-Zafra , E. and Garcia-Retamero , R. ( 2011 ), “ The impact of nontraditionalism on the malleability of gender stereotypes in Spain and Germany ”, International Journal of Psychology , Vol. 46 No. 4 , pp. 249 - 258 , doi: 10.1080/00207594.2010.551123 .
Lopez-Zafra , E. and Garcia-Retamero , R. ( 2012 ), “ Do gender stereotypes change? The dynamic of gender stereotypes in Spain ”, Journal of Gender Studies , Vol. 21 No. 2 , pp. 169 - 183 , doi: 10.1080/09589236.2012.661580 .
Lopez-Zafra , E. and Garcia-Retamero , R. ( 2021 ), “ Are gender stereotypes changing over time? A cross-temporal analysis of perceptions about gender stereotypes in Spain ( ¿Están cambiando los estereotipos de género con el tiempo? Un análisis transtemporal de las percepciones sobre los estereotipos de género en España ) ”, International Journal of Social Psychology , Vol. 36 No. 2 , pp. 330 - 354 , doi: 10.1080/02134748.2021.1882227 .
Lueptow , L.B. , Garovich , L. and Lueptow , M.B. ( 1995 ), “ The persistence of gender stereotypes in the face of changing sex roles: evidence contrary to the sociocultural model ”, Ethology and Sociobiology , Vol. 16 No. 6 , pp. 509 - 530 , doi: 10.1016/0162-3095(95)00072-0 .
Lyness , K.S. and Judiesch , M.K. ( 2014 ), “ Gender egalitarianism and work-life balance for managers: multisource perspectives in 36 countries: gender egalitarianism and work-life balance ”, Applied Psychology , Vol. 63 No. 1 , pp. 96 - 129 , doi: 10.1111/apps.12011 .
Marini , M.M. ( 1978 ), “ The transition to adulthood: sex differences in educational attainment and age at marriage ”, American Sociological Review , Vol. 43 No. 4 , p. 483 , doi: 10.2307/2094774 .
Meline , T. ( 2006 ), “ Selecting studies for systemic review: inclusion and exclusion criteria ”, Contemporary Issues in Communication Science and Disorders , Vol. 33 , Spring , pp. 21 - 27 , doi: 10.1044/cicsd_33_S_21 .
Mergaert , L.A.K. ( 2012 ), The Reality of Gender Mainstreaming Implementation. The Case of the EU Research Policy , Radboud Universiteit Nijmegen , Nijmegen .
Mergaert , L. , Heyden , K.V.der , Rimkutė , D. and Duarte , C.A. ( 2013 ), A Study of Collected Narratives on Gender Perceptions in the 27 EU Member States , Europian Institute for Gender Equity , p. 200 , available at: https://eige.europa.eu/publications/study-collected-narratives-gender-perceptions-27-eu-member-states .
Najeema , M., A. ( 2010 ), “ Parental and occupational stress ”, available at: http://archives.dailynews.lk/2001/pix/PrintPage.asp?REF=/2010/01/08/bus26.asp .
Office of the High Commissioner for Human Right ( 2014 ), Gender Stereotypes and Stereotyping and Women's Rights , Office of the High Commissioner for Human Rights , available at: https://www.ohchr.org/documents/issues/women/wrgs/onepagers/gender_stereotyping.pdf .
Onozaka , Y. and Hafzi , K. ( 2019 ), “ Household production in an egalitarian society ”, Social Forces , Vol. 97 No. 3 , pp. 1127 - 1154 , doi: 10.1093/sf/soy066 .
Pahlevan-Sharif , S. , Mura , P. and Wijesinghe , S.N.R. ( 2019 ), “ A systematic review of systematic reviews in tourism ”, Journal of Hospitality and Tourism Management , Vol. 39 , pp. 158 - 165 , doi: 10.1016/j.jhtm.2019.04.001 .
Parelius , A.P. ( 1975 ), “ Emerging sex-role attitudes, expectations, and strains among college women ”, Journal of Marriage and the Family , Vol. 37 No. 1 , p. 146 , doi: 10.2307/351038 .
Perez-Quintana , A. , Hormiga , E. , Martori , J.C. and Madariaga , R. ( 2017 ), “ The influence of sex and gender-role orientation in the decision to become an entrepreneur ”, International Journal of Gender and Entrepreneurship , Vol. 9 No. 1 , pp. 8 - 30 , doi: 10.1108/IJGE-12-2015-0047 .
Perrigino , M.B. , Kossek , E.E. , Thompson , R.J. and Bodner , T. ( 2021 ), “ How do changes in family role status impact employees? An empirical investigation ”, Journal of Humanities and Applied Social Sciences , Vol. ahead-of-print No. ahead-of-print , doi: 10.1108/JHASS-04-2021-0075 .
Petticrew , M. and Roberts , H. ( 2006 ), Systematic Reviews in the Social Sciences: A Practical Guide , Blackwell, Malden, MA; Oxford .
Priyashantha , K.G. , De Alwis , A.C. and Welmilla , I. ( 2021a ), “ The facets of gender stereotypes change: a systematic literature review ”, International Conference on Business and Information , Faculty of Commerce and Management Studies, University of Kelaniya, available at: http://repository.kln.ac.lk/handle/123456789/24018 .
Priyashantha , K.G. , De Alwis , A.C. and Welmilla , I. ( 2021b ), “ Three perspectives on changing gender stereotypes ”, FIIB Business Review , 231971452110496 , doi: 10.1177/23197145211049604 .
Priyashantha , K.G. , De Alwis , A.C. and Welmilla , I. ( 2021c ), “ Outcomes of egalitarian gender role attitudes: a systematic literature review ”, 281, available at: http://repository.kln.ac.lk/handle/123456789/23557 .
Ribeiro , Í.J.S. , Pereira , R. , Freire , I.V. , de Oliveira , B.G. , Casotti , C.A. and Boery , E.N. ( 2018 ), “ Stress and quality of life among university students: a systematic literature review ”, Health Professions Education , Vol. 4 No. 2 , pp. 70 - 77 , doi: 10.1016/j.hpe.2017.03.002 .
Rudman , L.A. and Glick , P. ( 2001 ), “ Prescriptive gender stereotypes and backlash toward agentic women ”, Journal of Social Issues , Vol. 57 No. 4 , pp. 743 - 762 , doi: 10.1111/0022-4537.00239 .
Rudman , L.A. , Moss-Racusin , C.A. , Phelan , J.E. and Nauts , S. ( 2012 ), “ Status incongruity and backlash effects: defending the gender hierarchy motivates prejudice against female leaders ”, Journal of Experimental Social Psychology , Vol. 48 No. 1 , pp. 165 - 179 , doi: 10.1016/j.jesp.2011.10.008 .
Schmitt , D.P. , Long , A.E. , McPhearson , A. , O'Brien , K. , Remmert , B. and Shah , S.H. ( 2017 ), “ Personality and gender differences in global perspective: gender and personality ”, International Journal of Psychology , Vol. 52 , pp. 45 - 56 , doi: 10.1002/ijop.12265 .
Sikdar , A. and Mitra , S. ( 2012 ), “ Gender‐role stereotypes: perception and practice of leadership in the Middle East ”, Education, Business and Society: Contemporary Middle Eastern Issues , Vol. 5 No. 3 , pp. 146 - 162 , doi: 10.1108/17537981211265534 .
Spence , J.T. and Hahn , E.D. ( 2016 ), “ The attitudes toward women scale and attitude change in college students ”, Psychology of Women Quarterly , Vol. 21 No. 1 , doi: 10.1111/j.1471-6402.1997.tb00098.x .
Tabassum , N. and Nayak , B.S. ( 2021 ), “ Gender stereotypes and their impact on women's career progressions from a managerial perspective ”, IIM Kozhikode Society and Management Review , Vol. 10 No. 2 , 227797522097551 , doi: 10.1177/2277975220975513 .
Twenge , J.M. ( 1997a ), “ Changes in masculine and feminine traits over time: a meta-analysis ”, Sex Roles: A Journal of Research , Vol. 36 Nos 5-6 , pp. 305 - 325 , doi: 10.1007/BF02766650 .
Twenge , J.M. ( 1997b ), “ Attitudes toward women, 1970-1995: a meta-analysis ”, Psychology of Women Quarterly , Vol. 21 No. 1 , pp. 35 - 51 , doi: 10.1111/j.1471-6402.1997.tb00099.x .
Twenge , J.M. , Campbell , W.K. and Gentile , B. ( 2012 ), “ Male and female pronoun use in US books reflects women's status, 1900-2008 ”, Sex Roles , Vol. 67 Nos 9-10 , pp. 488 - 493 , doi: 10.1007/s11199-012-0194-7 .
Ugwu , U.T. ( 2021 ), “ Gender and rural economic relations: ethnography of the nrobo of south eastern Nigeria ”, Journal of Humanities and Applied Social Sciences , Vol. ahead-of-print No. ahead-of-print , doi: 10.1108/JHASS-07-2020-0104 .
Vitali , A. and Arpino , B. ( 2016 ), “ Who brings home the bacon? The influence of context on partners' contributions to the household income ”, Demographic Research , Vol. 35 , pp. 1213 - 1244 , doi: 10.4054/DemRes.2016.35.41 .
Williams , J.E. and Best , D.L. ( 1990 ), Sex and Psyche: Gender and Self Viewed Cross-Culturally , Sage Publications, Thousand Oaks, CA .
Wood , R. and Ramirez , M.D. ( 2018 ), “ Exploring the microfoundations of the gender equality peace hypothesis ”, International Studies Review , Vol. 20 No. 3 , pp. 345 - 367 , doi: 10.1093/isr/vix016 .
Zosuls , K.M. , Miller , C.F. , Ruble , D.N. , Martin , C.L. and Fabes , R.A. ( 2011 ), “ Gender development research in sex roles: historical trends and future directions ”, Sex Roles , Vol. 64 Nos 11-12 , pp. 826 - 842 , doi: 10.1007/s11199-010-9902-3 .
Funding : No funding was available for this research
Authors Contributions : All authors contributed to the study conception, design, material preparation, data collection and analysis. All versions of drafts of the manuscript were written by Author 1, and other authors commented and revised. All authors read and approved the final manuscript.
Availability: Data collected during the current study are not publicly available. However, they can be available from the corresponding author upon reasonable request.
Conflicts of Interest : On behalf of all authors, the corresponding author states that there is no conflict of interest.
Related articles, all feedback is valuable.
Please share your general feedback
Contact Customer Support
You have full access to this open access article
13k Accesses
8 Citations
1 Altmetric
Explore all metrics
How gender role attitudes develop during adolescence, and how biological, social, and cognitive factors predict this development, remains a matter of debate. This study examines the development of gender role attitudes from early adolescence to emerging adulthood and investigates how the developmental trajectory is affected by sex, socioeconomic status, and cognitive abilities (intelligence). Four waves of the large-scale longitudinal German dataset BIJU between 1991 (grade 7; N = 3828, M age = 13, SD = 0.61, 53.1% female, 96.4% German nationality), 1995 (grade 10, M age = 17), 1997 (grade 12, M age = 19) and 2001/2002 (university/career entry, M age = 24) were used. Measurement invariance was examined across waves and gender. Latent growth curve models showed that adolescents developed more egalitarian gender role attitudes. Differences between the sexes decreased over time but remained significant. Socioeconomic status seemed less relevant, while adolescents, especially those with lower intelligence scores, developed more egalitarian gender role attitudes during adolescence. The results showed that teenagers developed more open and egalitarian attitudes during adolescence, and that the development trajectories of female and male adolescents converge.
Avoid common mistakes on your manuscript.
Gender role attitudes, and the ways in which gender roles are lived out, change not only over time, but also throughout the life course with different ages and contexts (e.g., Dotti Sani & Quaranta, 2017 ). In particular, adolescence is a period when gender-related constructs, such as gender role attitudes, are especially salient. Teenagers experience biological, cognitive, and social changes during adolescence that can affect their gender role attitudes (Eagly & Wood, 2012 ). Nevertheless, few studies have addressed how gender role attitudes develop during adolescence. Theoretically as well as empirically, the approaches and results are quite contradictory. Some studies have demonstrated a trend towards more traditional gender role attitudes (e.g., Halimi et al., 2021 ), while other studies have shown a development towards a more egalitarian direction (e.g., Updegraff et al., 2014 ). There is also limited research on key predictors of the development of gender role attitudes during adolescence. Using four waves of the BIJU dataset, this study aims to answer the research question of how gender role attitudes develop during adolescence and how this development varies by sex, socioeconomic status, and cognitive abilities.
Gender roles, as a psychological and social construct, comprise both societal expectations and cognitive structures. From a societal perspective, gender roles describe the division of labor and power within a specific cultural and historical context between men and women, with respect to topics such as romantic partnerships, the familial division of labor, and workforce careers. Gender roles are assigned on the basis of sex, traditionally categorized as either male or female. The male role is associated with serving as the family breadwinner, while the female role is associated with social and domestic activities (e.g., Eagly & Wood, 2012 ). The traditional division of gender roles began to break down in the 20th century, and this process has continued in recent decades. In particular, the female role has undergone substantial change and expanded into areas outside the domestic sphere. As a result, Western-influenced societies have come to exhibit egalitarian gender role attitudes, where both partners share income-earning and domestic and care work on an equal basis (Lomazzi & Seddig, 2020 ). However, while attitudes are changing, the majority of care work continues to be carried out by women (Zucco & Lott, 2021 ). Children and adolescents learn through observation that there are societal gender roles, and by internalizing these observations, adolescents develop attitudes towards these gender roles (Eagly & Wood, 2012 ), which can change over the course of adolescence. However, it remains unclear how gender role attitudes develop during adolescence.
In general, adolescence is an important phase for gender-related changes. Young people discover their individual sexual identity, undergo hormonal and physical changes, and experience their first romantic relationships. Accordingly, the gender intensification hypothesis posits that gender role behavior intensifies during adolescence as young people learn to inhabit their later adult roles (including their gender roles) through early experiences with romantic relationships (Hill & Lynch, 1983 ). This means that traditional gender role attitudes intensify during adolescence. This hypothesis has been confirmed for early adolescent boys, who exhibit an increase in traditional gender role attitudes from grade 7 to grade 8 (Halimi et al., 2021 ).
In contrast, from a cognitive developmental perspective, it would be argued that the process of discovering one’s own sexuality during adolescence leads young people to question morally built constructs and reconfigure their gender role assumptions (Eccles, 1987 ). As a result of cognitive maturation, adolescents are able to distinguish between descriptive and prescriptive gender norms and create cognitive representations of newer, more complex social arrangements. Competing concepts can be cognitively integrated to avoid cognitive dissonance, e.g., women can be both loving mothers and have successful careers (Harter, 2003 ). By investigating gender-based categorization schemes during childhood, research has found that at the end of childhood and the transition to adolescence, previously established categories begin to soften and children no longer rigidly distinguish between male and female characteristics (Trautner et al., 2005 ). With respect to later development, research has shown that traditional gender role attitudes among Mexican-American boys and girls continuously decline during adolescence (Updegraff et al., 2014 ). These findings have been confirmed for African-American adolescents (Lam et al., 2017 ). For Mexican immigrant students, egalitarian gender role attitudes continuously increase across adolescence (Schroeder et al., 2019 ); this was likewise found for egalitarian attitudes at the end of adolescence, during the transition to adulthood (Fan and Marini 2000 ). Nevertheless, although traditional gender role attitudes decline initially during adolescence, they can increase towards its end depending on individual and contextual factors (Crouter et al., 2007 ).
The findings concerning how and to what extent gender role attitudes develop during adolescence are mixed and therefore more research is required. Likewise, it remains unclear which predictors moderate the developmental trajectory. Studies that have examined this question from a developmental perspective have delivered relatively heterogeneous results, partly due to the challenges in the measurement of gender role attitudes. Problematic aspects include modelling one-dimensional scales with egalitarianism at one pole and traditionalism at the other, and capturing temporal dynamics in gender role attitudes, as gender role attitudes change over the individual life course (the focus of this study) while societal gender roles are also changing (Lomazzi, 2017 ). Consequently, recent studies have sought to test the measurement invariance of the gender role attitudes construct. Internationally comparative studies have shown that complete measurement invariance across countries cannot be assumed. Therefore the use of measurement invariance testing to ensure construct validity before conducting substantive investigations of gender role attitudes is recommend (e.g., Seddig & Lomazzi, 2019 ). This makes it possible for individual items (e.g., specific questions that might be more or less age-appropriate) to be replaced, or flexible measurement invariance constructs (e.g., partial measurement invariance) to be applied. However, previous studies have not tested the measurement invariance of gender role attitudes in individuals over a longer period of time. Research should investigate whether measurement with a uniform metric is possible over such a long period of individual development, and which restrictions must be placed on measurement invariance assumptions with respect to specific instruments.
Gender roles are assigned on the basis of supposed biological differences between men and women. These gender roles are taken on by individuals in a society and represent shared normative expectations within a given cultural and historical context (Eagly & Wood, 2012 ). These gender-based attributions, in turn, are taken up by children as cognitive categories that help structure the social environment (Martin et al., 2002 ). This study focuses on three key predictive factors for the development of gender role attitudes over time: (1) sex, (2) parents’ socioeconomic status as a key social frame of reference conveying normative attitudes about men and women, and (3) individual cognitive abilities, which influence the categories of cognitive representation that are manifested and expressed in gender role attitudes.
Since gender roles are based on the (supposed) biological difference between the sexes, it is important to examine the differences in attitudes towards these roles that emerge between the sexes. Prior research has shown that men and women exhibit different degrees of traditional and egalitarian gender role attitudes (e.g., Bryant, 2003 ). Traditionally, men and women took on different roles attributed to their biological predispositions. In recent years, as this stereotypical division of roles has broken down, the significance of sex has decreased and the significance of gender as a social construct has increased (Athenstaedt & Alfermann, 2011 ). This has resulted in a general trend towards more egalitarian attitudes. However, prior research has found evidence for sex differences in such attitudes. Overall, women exhibit more egalitarian attitudes than men (e.g., Bryant, 2003 ). Internationally comparative research confirms this finding when the social context is considered (Dotti Sani & Quaranta, 2017 ). Thus, because women are particularly aware of the implications and limitations of the traditional female role, it is especially relevant for them to implement egalitarian structures and endorse egalitarian attitudes, for example, for equal participation in the labor market (Thijs et al., 2019 ).
Both young women and men develop more egalitarian attitudes during adolescence (e.g., Bryant, 2003 ). However, there are inconsistent findings with respect to the trajectory of sex differences in gender role attitudes. Some studies have shown that sex differences in gender role attitudes increase during adolescence as female adolescents develop stronger egalitarian attitudes, leading to an increase in sex differences (e.g., Schroeder et al., 2019 ). However, other studies have shown that male adolescents exhibit a stronger shift towards more egalitarian attitudes during the transition from adolescence to adulthood, leading to a reduction in sex differences (Fan & Marini, 2000 ). Some studies have found no differences in the two sexes’ trajectories (Updegraff et al., 2014 ), except regarding the influence of family (Crouter et al., 2007 ). Overall, the current state of empirical research on the development of sex differences in gender role attitudes can be described as heterogeneous or even contradictory.
Gender roles represent socially shared assumptions about a certain gendered division of labor and power. Children and adolescents’ first point of reference for the formation and socialization of gender role attitudes is the family. The family is a learning context for gender role behavior, and the family socioeconomic context and parental level of education are predictive of gender role attitudes. Maternal employment and parental occupational prestige influence children’s gender role attitudes, particularly those of girls (McHale et al., 2003 ). Moreover, a family’s socioeconomic situation is closely linked to children’s aspirations for their future school and career trajectories (Stocké et al., 2011 ). Girls from socioeconomically privileged households should be particularly likely to develop egalitarian attitudes, as they develop higher aspirations that can only be achieved through egalitarian participation in the labor force (e.g., Mays, 2012 ).
Families with a high socioeconomic status exhibit more egalitarian gender role attitudes than less socially privileged families. This link can be partially explained by their level of education (e.g., Schroeder et al., 2019 ), although occupational prestige (particularly of the mother) is also considered relevant (e.g., Lühe et al., 2018 ). A high level of parental education and maternal employment have a positive effect on teenagers’ egalitarian gender role attitudes. There are differences in effects between male and female adolescents (Fan & Marini 2000 ). In contrast, research has found that the attitudes of female and male adolescents develop differently over time depending on whether their parents endorse more egalitarian or traditional attitudes. Male adolescents with traditionally oriented parents exhibit almost no changes in attitudes over time. In contrast, a curvilinear trajectory is found for male adolescents with egalitarian-oriented parents. These male adolescents initially develop more egalitarian attitudes, which become more traditional again at the end of adolescence. Female adolescents exhibit a decline in traditional attitudes during adolescence, regardless of their parents’ attitudes. Parents only influence the level of attitudes: female adolescents with more traditional parents also tend to have more traditional attitudes than female adolescents from egalitarian households (Crouter et al., 2007 ). In summary, the research has shown that higher socioeceonomic status is supportive for egalitarian gender role attitudes among female adolescents, whereas the results for male adolescents are mixed and inconsistent.
Cognitive factors are the third component that influence gender role attitudes. It can be assumed that higher cognitive abilities are associated with more egalitarian attitudes, as teenagers with higher cognitive abilities are more able to process, reflect, and integrate competing concepts, such as the idea that a woman can be both a good mother and pursue her career ambitions (avoidance of cognitive dissonance: Harter, 2003 ). This leads to a better understanding of societal structures and potentially critically questioning traditional gender roles (Mays, 2012 ). Research on cognitive flexibility has demonstrated that children develop more flexible attitudes towards gender stereotypes during the transition to adolescence (Trautner et al., 2005 ). This is attributed to the fact that children become more cognitively flexible during this period. However, researchers have not been able to empirically investigate any of the cognitive abilities identified as important predictors of change in attitudes during the transition from childhood to adolescence (Trautner et al. 2005 ).
If one takes cognitive abilities as an increase in education and knowledge, it has been shown that increased education is associated with a stronger preference for egalitarian attitudes, and particularly with a critical view of traditional gender roles (e.g., Bolzendahl & Myers, 2004 ). Attending college, education in general, and a continuation of education in particular exhibit a significant positive effect on egalitarian gender role attitudes (e.g., Fan & Marini, 2000 ). However, the association between cognitive abilities and the development of gender role attitudes over time, and the question of whether the effects of cognitive abilities differ between men and women, remains unclear. It might be assumed that women with high cognitive abilities should have a particular interest in the implementation of egalitarian attitudes, which are associated with higher educational aspirations and the pursuit of a career (e.g., Bolzendahl & Myers, 2004 ). It could also be hypothesized that female adolescents with higher cognitive abilities realize that following egalitarian attitudes towards career orientation and being family orientated may be conflicting goals and conclude that pursuing more traditional attitudes is more advantageous. Moreover, it could be argued that men do not benefit from gender equality or even see it as a threat to their economic position; higher cognitive abilities might not be associated with egalitarian attitudes among men. However, a higher level of education has been shown to be associated with less traditional attitudes among both men and women (Mays, 2012 ).
Research on developmental trajectories of gender role attitudes and their key influencing factors during adolescence produced ambiguous findings. This study aims to answer the question how gender role attitudes are developing for male and female adolescents and how this trajectory is differing by parents socioeconomic status and cognitive abilities. The first research question is whether gender role attitudes can be measured with a uniform metric over time and sex. The second research question addresses the development of gender role attitudes over time and its associations with the following predictors: sex, socioeconomic status, and cognitive abilities. Based on the aforementioned theoretical considerations and prior empirical findings, it is hypothesized that, in absolute terms, female adolescents should exhibit more egalitarian attitudes than male adolescents at the first measurement point in grade 7 ( M age = 13). Building upon these assumptions, an exploratory investigation was conducted of whether male and female adolescents exhibit different trajectories and how the difference between the sexes develops over time. Moreover, as the state of research concerning the socioeconomic status and the gender role attitudes is quite heterogeneous (especially for male adolescents), this study examines this correlation exploratively. It is hypothesized that higher individual cognitive abilities are associated with more egalitarian attitudes, as adolescents with higher cognitive abilities should be able to integrate competing concepts more easily. No presumptions are made on how cognitive abilities might predict the developmental trajectory of adolescents’ attitudes over time.
The study on Educational Careers and Psychosocial Development in Adolescence and Young Adulthood (BIJU; Baumert et al., 1996 ) was used for the following analyses. BIJU is a multi-cohort longitudinal study with data collection led by the Max Planck Institute for Human Development in Berlin in cooperation with the Leibniz Institute for Science and Mathematics Education in Kiel. Data collection took place in the German federal states of Mecklenburg-Western Pomerania, North Rhine-Westphalia, and Saxony-Anhalt, and was extended to include schools from Berlin starting in the second wave. Secondary schools from these federal states were sampled, and then two seventh-grade classes were sampled from each of these schools. This resulted in a clustered random sample of N = 212 schools with two classes each for the 1991/1992 school year.
The initial seventh-grade sample comprised N = 5944 secondary school students. Students from the federal state of Berlin were included in the second wave, increasing the sample size to N = 8043. However, the sample size dropped to N = 5386 by the fourth wave in grade 10 (1995), as some students left school after obtaining a lower secondary school leaving certificate in grade 9 ( Hauptschulabschluss ) and other students changed schools or were held back a year. Due to the dissolution of existing lower secondary school classes as students entered (university-preparatory) upper secondary school, there was an intentional oversampling of all students in upper secondary schools during the fifth wave (1997, grade 12). This increased the sample size to N = 8061. During the sixth wave (2001/2002, university/career entry), data collection took place exclusively by post, reducing the sample size to N = 3261 (for more details see Becker et al., 2020 ).
This study includes the four measurement points at which gender role attitudes were assessed (waves 1, 4, 5 and 6). Students who answered the gender role scale at the first measurement point were used as the sampling basis ( N = 3837) and were tracked in the following waves (therefore, students from Berlin and the oversampling within the upper secondary schools were excluded through missing by design). Students were excluded if they had either a missing value on the gender and/or weighting variable, resulting in a final sample of N = 3828 (Table 1 ). The sample size dropped to N = 1257 by the fourth, N = 1167 by the fifth wave and N = 732 by the sixth wave (a more detailed attrition analysis is included in the sensitivity analyses). For the selected sample, this led to an overall distribution of participants by gender of 53.8% female and 46.2% male, and the overall weighted distribution of schools was 35.5% academic schools and 64.5% comprehensive schools. From the second wave onwards, 96.4% of the participants were of German nationality, and the students stated at the last wave that 94.9% of their mothers and 94.5% of their fathers were born in Germany.
Data collection up to students’ graduation (wave 4: grade 10 for vocational education students, wave 5: grade 12 for students enrolled in upper secondary school) took place in the classroom context by trained test administrators. Surveys after students graduated from school (after wave 5 for students out of general upper secondary education, and after wave 6 for all students) were conducted via post; students were asked to provide their addresses for follow-up during the fourth and fifth measurement waves. Written informed consent was obtained from all study participants and their parents, conducted in accordance with the American Psychological Association’s principles for research with human participants. The study was evaluated and approved by the relevant state school boards and the ethics commissions of the participating research institutions (Baumert et al., 1996 ).
Gender role attitudes were assessed with attitude-based items measuring gender role orientations (Krampen 1979 ). The items concerned topics such as romantic partnerships, the family, the workplace, and the rights of men and women (Appendix Table 8 ). Items addressed an egalitarian division of labor within the family, career ambitions, and normative gender-related attitudes. Responses to all items were recorded on Likert scales ranging from “1 = does not apply at all” to “4 = applies completely”; higher values corresponded to egalitarian attitudes and lower values to non-egalitarian attitudes. The scales exhibited satisfactory to very good reliability scores (wave 1: Cronbach’s α = 0.65; wave 4: Cronbach’s α = 0.84; wave 5: Cronbach’s α = 0.82; wave 6: Cronbach’s α = 0.71). The differences in reliability coefficients are (at least partially) due to the different numbers of items assessed in each wave (range: N = 3 to N = 7 items) (Hancock & Buehl, 2008 ).
The data on sex were cleaned to be consistent across waves; boys were coded as 0 and girls as 1.
Socioeconomic status was assessed with both parental occupational prestige and parental level of education. Four indicators of mothers and fathers’ occupational prestige were employed. Two indicators (one each for mother and father) are based on filled-in information from the first three waves, supplemented by information from the fourth wave. Two additional indicators were used from the fifth wave to control for measurement error. Occupational prestige was coded based on the International Standard Classification of Occupations (ISCO-68; International Labour Office, 1968 ) in waves 1–3 and the ISCO-88 in wave 5 (International Labour Organization, 1990 ) and converted into the Treiman Prestige Scale (Treiman, 1977 ). In addition to their parents’ occupations, participants were asked to report the highest level of their parents’ academic and vocational education. Two indicators of parental education were used. First, it was determined whether or not each parent had qualified for higher education ( Abitur ), and second, whether or not each parent had obtained a university degree. Information on both parents was combined: A score of 0 meant that neither parent had an Abitur /university degree, while a score of 2 meant that both parents had an Abitur /university degree (Becker et al., 2019 ). For subsequent analyses, these indicators were modelled latently as a time-invariant construct and tested for measurement invariance by sex (Appendix Table 9 ). Even the model for strict measurement invariance had a very good model fit (RMSEA = 0.04, CFI = 0.98, TLI = 0.98, SRMR = 0.06). Overall, the latent mean value of the socioeconomic status is 5.31 (see also Table 4 ; by gender males = 5.39 (0.29), females = 5.26 (0.30)).
Two different ability tests were employed in the BIJU study to measure the participants’ cognitive abilities. Two subscales on verbal and figural analogies from the Kognitiver Fähigkeitstest (KFT; Heller et al., 1985 ) and two subscales on numeric and spatial reasoning from Amthauer’s ( 1955 ) Intelligence Structure Test (IST) were used. The KFT scales exhibited satisfactory reliability (figural: Cronbach’s α = 0.93; verbal: Cronbach’s α = 0.82). However, the IST scales exhibited only acceptable reliability (spatial: Cronbachs α = 0.71/0.70 (Versions A and B); numerical: Cronbach’s α = 0.90) (Becker et al. 2020 ). These four scales were also modeled as a latent intelligence factor for subsequent analysis (Appendix Table 10 ). A strict level of measurement invariance by sex was confirmed (RMSEA = 0.05, CFI = 1.00, TLI = 1.00, SRMR = 0.04). The cognitive abilities have a latent mean value of 2.44 (see also Table 4 ; by gender males = 2.39 (0.07), females = 2.52 (0.09)).
To answer the first research question—whether the gender role attitudes construct can be assessed with the same scale over the entire period from early adolescence to emerging adulthood and whether its developmental trajectory can be modelled with a uniform metric—a latent factor structure of gender role attitudes for each measurement wave was constructed and tested for both longitudinal invariance and multigroup invariance by sex in Mplus 8.4. To compare means on a common metric, and thus to examine questions related to the development of gender role attitudes over time, at least scalar measurement invariance had to be achieved in which both factor loadings and intercepts were constrained to be equal (Meredith, 1993 ). To achieve longitudinal measurement invariance and measurement invariance by sex, measurement invariance over time and between female and male adolescents was required (Kim & Willson, 2014 ). For model comparison, the most common absolute measures of model fit (RMSEA, CFI, TLI, and SRMR) were applied, enabling the evaluation of model fit independently of sample size. Model fit was regarded as accepted when the following criteria were met: RMSEA < 0.08, CFI ≥ 0.90, TLI ≥ 0.90, SRMR < 0.08 (Hu & Bentler, 1999 ; Rutkowski & Svetina, 2014 ). In addition, changes in the model fit indices across models were evaluated: RMSEA should not increase by a maximum of 0.03 between the configural and metric invariance models, and CFI should not decline by more than 0.02. Between the metric and scalar invariance models, RMSEA should increase by no more than 0.01 and CFI should decrease by no more than 0.01 (Rutkowski & Svetina, 2014 ).
To answer the second research question on how gender role attitudes develop during adolescence and which predictors are associated with this trajectory, (latent) means and estimated second-order multigroup latent growth curve models were compared. The mean differences provide an indication of whether any statistically significant changes in means arise between measurement points (wave-specific gender differences). Building upon such changes, growth curve models tested which specific developmental trajectories occur across measurement points and how the included predictors are associated with the overall level and trajectory (Duncan et al., 2006 ; Hancock & Buehl, 2008 ). Hence, the multigroup second-order model could be used to investigate the development directly in the latent constructs (e.g., Hancock et al., 2001 ), so the factor loadings and intercepts over time and groups could be constrained while conducting the growth curve model (Fig. 1 ). The growth curve models were also used to test how socioeconomic status and cognitive abilities predict changes in gender role attitudes and how these two independent variables are associated with initial attitudes in grade 7 ( M age = 13, Fig. 1 ). In this context, effects are used in the sense of regression coefficients. Thereby, statements about causality remain open.
Model of the second-order latent growth curve model and multigroup testing between males and females
Missing values were treated with the full information maximum likelihood (FIML) procedure integrated within Mplus. FIML enables the inclusion of participants with missing values, making full use of the information available in the sample and minimizing the risk of bias in the parameter estimates (Lüdtke et al., 2007 ). Sampling weights were used to establish a representative proportion of students in academic tracks (Gymnasium) and comprehensive schools. To take the clustered structure of the data into account, the analysis option type = complex in Mplus was used to estimate standard errors, employing maximum likelihood estimation procedures with robust standard error estimates (mlr).
Building upon the first research question examining the presence of a uniform metric for gender role attitudes over time and sex, the factor structure of the egalitarian gender role attitudes scale was tested with a separate confirmatory factor analysis (CFA) for each wave (Table 2 ). The CFA of the first measurement point was saturated; for the CFAs of the other three waves, wave-specific correlations had to be allowed to adequately represent the items and achieve a satisfactory model fit. For the second measurement point, a correlation between items about whether men or women should enter gender non-conforming professions (gr06 and gr10, see Appendix A7) was allowed. The same applied to measurement time points three and four, where a wave-specific correlation was allowed (in both cases between gr03 and gr05).
Regarding the test of longitudinal measurement invariance, the configural model exhibited very good model fit (Table 3 , Model 1). When constraining the factor loadings (Table 3 , Model 2) and intercepts (Table 3 , Model 3) to be equal over time, the absolute model fit remained good. The model with the restricted intercepts was maintained and used to test for measurement invariance by sex. As explained in the statistical analyses section, scalar longitudinal measurement invariance was tested and this model was extended step-by-step for measurement invariance by sex (Kim & Willson, 2014 ).
The model assuming scalar measurement invariance over time and configural invariance between the sexes (Table 3 , Model 4) exhibited unsatisfactory model fit. Based on the modification indices reported in Mplus, one correlation for each sex was allowed at the fourth measurement point (female: gr04 and gr07; males: gr08 and gr09). To further improve the model fit, one constrained intercept for female adolescents from the first measurement point was set free over time (gr01). These model specifications led to a good model fit (scalar measurement invariance over time and partial configural measurement invariance between groups; Table 3 , Model 6; Byrne, 2013 ). In the next step, the factor loadings and intercepts, already fixed over time, were fixed across groups (Table 3 , Models 7 and 8). Overall, these models also showed satisfactory absolute fit up to scalar measurement invariance between groups. Thus, with a few limitations, the scale could be confirmed to represent a largely uniform metric over time and across sexes with at least partial measurement invariance. The measurement invariance test was cross-checked with scales containing only items over at least three measurement points. The same pattern emerged (e.g., measurement specific correlations, release of the intercept) and partial scalar measurement invariance over time and between sexes was confirmed (RMSEA = 0.02, CFI = 0.93, TLI = 0.93, SRMR = 0.10).
Table 4 shows the bivariate correlations, demonstrating how the constructs of gender role attitudes and the predictor’s sex, socioeconomic status, and cognitive abilities are interrelated. All latent gender role attitudes factors were positively correlated with one another, with particularly strong correlations for the latent factors representing neighboring measurement points. Among the predictors, sex correlated particularly strongly with gender role attitudes; female adolescents displayed more egalitarian attitudes than male adolescents. At the first measurement point only, socioeconomic status correlated positively with egalitarian gender roles, whereas higher cognitive abilities were associated with more egalitarian attitudes at all measurement points. Thus, a more privileged socioeconomic status (only for the first measurement point) and higher cognitive abilities were associated with more egalitarian gender role attitudes. With the exception of the non-significant correlations for socioeconomic status and gender role attitudes at measurement points two, three, and four, all other correlations were in line with the expected pattern.
To address the research question of how gender role attitudes develop over time in greater depth, mean comparisons were employed to ascertain the general trajectory of gender role attitudes across waves and gender-specific differences in the trajectory of mean differences across waves. Both genders developed more egalitarian gender role attitudes on average over the measurement points (see Fig. 2 , Table 5 : male t 1 = 2.944 to t 4 = 3.580; female t 1 = 3.559 to t 4 = 3.795). For both sexes, significant mean changes appeared from the second measurement point onwards, while no significant mean change was evident between the first two measurement points (Table 5 , ∆ t-(t-1), males /∆ t-(t-1), females ). Although no significant change was found between the first two measurement points, the overarching picture indicated that teenagers developed more egalitarian attitudes throughout adolescence.
Trajectory of mean values for male and female adolescents during adolescence with trend line
Comparing the means by gender, female adolescents in grade 7 ( M age = 13) exhibited more egalitarian gender role attitudes than male adolescents (Table 5 , ∆ male-female ). This trend continued throughout adolescence, with female adolescents showing more egalitarian gender role attitudes than male adolescents across all measurement points. With respect to the exploratory research question concerning whether male and female adolescents exhibit different developmental trajectories, the mean differences by gender indicate that significant differences remained across all waves but became smaller in magnitude over time (Table 5 , ∆ male-female = −0.615 to ∆ male-female = −0.215).
To ascertain the extent to which socioeconomic status and cognitive abilities predict the development of gender roles, an overarching developmental curve needs to be aggregated across adolescence. To achieve this, second-order multigroup latent growth curve models were specified with a linear growth curve parameter that considered the different time intervals between measurement waves. Analogously to the mean comparisons, the overarching results across waves (Table 6 , Model 1) indicate that both female and male adolescents had a significant positive change coefficient over time. The intercept for female adolescents is higher than for male adolescents, while the slope coefficient is higher for male adolescents than for female adolescents. This confirms the results of the mean comparisons, with female adolescents tending to exhibit more egalitarian initial attitudes than male adolescents, and male adolescents experiencing stronger (positive) changes during adolescence than female adolescents.
In Model 2, the parental socioeconomic status was added to the model to investigate the extent to which socioeconomic status can predict the development of gender role attitudes. The results show a significant positive effect on gender role attitudes in grade 7 ( M age = 13) among both male and female adolescents. This indicates that higher parental socioeconomic status is associated with more egalitarian attitudes among teenagers. However, no significant effects of socioeconomic status on the trajectory over time were found in Model 2 for either gender.
As expected, higher cognitive abilities (Model 3) were associated with more egalitarian gender role attitudes in grade 7 ( M age = 13) for both genders. Regarding the question of how cognitive abilities predict this development, the results show a significant negative effect on the slope. Teenagers with weaker cognitive abilities are particularly likely to develop egalitarian attitudes. In contrast, children with higher cognitive abilities already exhibited more egalitarian attitudes at the beginning of puberty, which did not increase as strongly during adolescence.
When simultaneously considering cognitive abilities and socioeconomic status (Model 4), parental socioeconomic status no longer has a significant effect among male adolescents. However, among female adolescents, comparisons of Model 4 with Model 3 reveal a weak suppression effect, with socioeconomic status exerting a negative effect on initial attitudes in grade 7 ( M age = 13) and a positive effect on changes during adolescence. Both effects for female adolescents do not reach a sufficient significance level. Controlling for socioeconomic status does not change the pattern of effects of cognitive abilities, but the slope effect for male adolescents becomes insignificant.
The first measurement point was used as a reference and the students were tracked in following waves. Due to the study’s longitudinal design, selective dropout is unavoidable. Dropout by individuals is usually rather systematic, with higher achieving and socially positively selected students showing a higher compliance (e.g., Damian et al., 2015 ). Therefore, it was tested whether the dropout was systematically related to the constructs being examined. Table 7 documents the sample selectivity of the BIJU study, comparing individuals who participated in the sixth wave with those who no longer participated. As with the aforementioned studies, panel mortality was stronger among students from less socioeconomically privileged households and students with lower cognitive abilities. The selective reduction in the sample is partly due to participants leaving school after the 9th/10th grade, after which these students were only surveyed by post. Moreover, it is important to test whether the sample attrition is related to gender role attitudes. Selective dropout is also discernible here but to a lesser extent. As this attrition has a systematic component related to the constructs of analyses, it is essential to include all individuals in the analyses and not using missing data strategies such as pairwise or listwise deletion, as these rely on more restrictive assumptions for not returning biased estimates (i.e., missing completely at random, which is not the case here; Graham, 2009 ). FIML was used to retain all students from the first wave in the analyses, which is equivalent to other strategies such as missing data imputation. This minimizes the risk of bias due to selective dropout with respect to the predictors of interest (socioeconomic status and cognitive ability) and maintains maximal test power, as all available information is used.
To check for robustness, the results were further replicated with an even more inclusive data strategy using the complete sample. This included students from the federal state of Berlin who entered the study from the second wave onwards, students who joined the study through restructured class compositions (especially in the fourth wave/10th grade when many students entered the original classes), and students from an intentional oversample assessing all students within upper secondary schools during the fifth wave (grade 12, Mage = 19). This increased the test power of the sample to a sample size of N = 11,713. This sample is less representative, mainly due to grade 12 oversampling. Using this sample, analyses showed a similar pattern (Appendix Fig. 3 ), except that the socioeconomic status correlated significantly with gender role attitudes at all measurement points. This is most likely due to the higher test power in the extended sample.
A second analysis was conducted with participants who rated the gender role attitudes scale at all measurement points (i.e., relying on a casewise deletion strategy; N = 561). The overall developmental pattern of gender role attitudes remained the same for male and female adolescents (Appendix Fig. 4 ). No significant effects were found regarding socioeconomic status and cognitive abilities. However, it is unclear whether this is due to the more restrictively selected sample, the reduced test power, or even biased due to the assumptions this sample selection makes (missing completely at random which does not apply here; see dropout analyses, Table 7 ).
Since gender roles are a changing construct, it is sometimes necessary to exchange indicators in longitudinal studies to ensure that they continue to represent sufficient variance (see also gender role scales of the European Values Study, EVS, 2021 ). To determine whether measurement invariance is just an artefact, analyses were conducted in which the items were linked across at least three measurement points. Scalar invariance over time and groups was achieved without any partial adjustments (RMSEA = 0.02, CFI = 0.91, TLI = 0.91, SRMR = 0.10). The following developmental analyses confirmed the pattern of the analyses with the complete scales.
Gender role attitudes develop during adolescence. However, previous studies have shown inconsistent findings, and no study has yet examined the full period from early adolescence through emerging adulthood. This study investigated the development of gender role attitudes across the entirety of adolescence against the backdrop of existing societal gender differences. Adolescence is particularly relevant, as gender-related constructs are especially salient during this time. The extent to which greater endorsement of egalitarian gender role attitudes is associated with sex, socioeconomic status, and individual cognitive abilities was analyzed with a series of structural equation models to further evaluate the measurement models and build upon and expand prior studies on the appropriate modelling of gender role attitudes (e.g., Lomazzi & Seddig, 2020 ).
Overall, the results indicate that both male and female adolescents develop more egalitarian gender role attitudes during adolescence. This finding can be linked to the assumption that young people increasingly question morally built constructs, leading to the endorsement of more egalitarian gender roles (Eccles, 1987 ). Moreover, it confirms prior research that has shown that egalitarian attitudes increase during adolescence (e.g., Schroeder et al., 2019 ). Consequently, the finding that boys experience an increase in traditional gender role attitudes during early adolescence was not replicated (Halimi et al., 2021 ). Likewise, the opposing gender intensification hypothesis —that gender role behavior increases during adolescence and sex differences increase (Hill & Lynch, 1983 )—was not supported. Although teenagers discover their gender identity during this time, the results show that attitudes towards gender roles nevertheless soften, and explicit role attributions are less supported. Moreover, contrary to the gender intensification hypothesis , male adolescents experience greater change towards egalitarian direction than female adolescents. This reduces gender differences, although they remain at a significant level. Thus, endorsing egalitarian attitudes seems to be particularly important for women. To participate equally in the labor market, it is particularly relevant for women to pursue egalitarian attitudes, as they are traditionally assigned the domestic role. When female adolescents begin to consider their future plans (which first include decisions on careers after school), egalitarian attitudes are particularly relevant. While egalitarian attitudes are especially important for women, male adolescents develop more strongly towards an open and egalitarian direction. Thus, the finding that sex differences in gender role attitudes decline during adolescence (Fan & Marini, 2000 ) was replicated.
Cognitive abilities were found to have significant positive effects on egalitarian gender role attitudes. This could be an indication that young people with higher cognitive abilities are better able to process seemingly competing concepts and critically question social structures, including critically reflecting on traditional gender role attitudes (Harter, 2003 ). No gender differences were found with respect to this relationship; higher cognitive abilities promote egalitarian attitudes among both male and female adolescents. However, a negative slope effect was found, indicating that young people with weaker cognitive abilities are particularly likely to develop more egalitarian attitudes over time.
More ambiguous results were found for the effects of family background. Socioeconomic status correlated positively with gender role attitudes only at the first measurement point. Moreover, no significant slope effect was found, and when controlling for cognitive abilities, the significant intercept effect of parental socioeconomic status became insignificant. Despite the presence of a link between family socioeconomic background and gender role attitudes, this factor is not predictive for changes during adolescence. This may be because young people become more independent of their family during adolescence, distancing themselves from certain attitudes imparted within the family. A more important contextual factor than the family could be peer groups and school classes, which form a primary point of reference for teenagers (Halimi et al., 2021 ). In particular, gender-related attitudes of peer groups could be relevant in the formation of gender identity and gender role attitudes. Also, by the end of the study period the adolescents had already entered adulthood and their own socioeconomic status may have become more relevant than their parents’ socioeconomic status. The study demonstrates that gender role attitudes experience changes during adolescence, confirming prior results that have observed an increase in egalitarian attitudes over the course of adolescence (Eccles, 1987 ). That these trajectories converge during adolescence seems to be a central and overarching aspect of development.
The longitudinal dataset employed in this study provided an overview of the development of gender role attitudes across the entire period of adolescence. It captured long-term developmental trajectories from early adolescence to emerging adulthood while using an extensive sample ( N = 3828). A partially uniform metric was applied over time and across groups to measure the development of gender role attitudes over time. Despite these advantages, the study also exhibited several limitations with relevant implications for future research.
Some challenges arose when attempting to model the gender role attitudes construct in this study. Previous research (e.g., Knight & Brinton, 2017 ) has shown that gender roles cannot necessarily be mapped on a one-dimensional scale with egalitarianism at one end and traditionalism at the other. The item statements used to assess gender role attitudes (Appendix Table 8 ) encompass both descriptive statements on how men and women actually relate to one another and prescriptive statements about how they ought to relate to one another (Krampen, 1979 ). In addition, gender role attitudes can be divided into different facets. They encompass models for dividing domestic and paid labor among couples, while also including normative and legal aspects of gender equality and women’s greater presence in public life (Constantin & Voicu, 2015 ). This multidimensional perspective on gender role attitudes cannot always be converted into a one-dimensional scale with egalitarianism at one end and traditionalism at the other. These various facets of gender role attitudes are also contained within the construct used here. A scale measuring egalitarian gender role attitudes was employed for two key reasons: first, due to the increasing endorsement of egalitarian attitudes in Western societies (Lomazzi & Seddig, 2020 ), and second, because the egalitarian attitudes scale included sufficient linkages between items across measurement waves to examine developmental trajectories. Nevertheless, the use of the scale may have had an effect on the results, as acquiescence led adolescents to agree more with egalitarian statements, leading to the rejection of the gender intensification hypothesis .
Following recent recommendations, the egalitarian gender role attitudes scale was embedded in structural equation models and tested for measurement variance over time and across genders (e.g., Lomazzi & Seddig, 2020 ). This study was able to partially confirm the scale’s measurement invariance in both ways. However, due to the aforementioned complexity, recourse to partial measurement invariance was unavoidable in some cases (Byrne, 2013 ). Moreover, the indicators shifted across measurement points, as the number of items measuring egalitarian attitudes was lower in the beginning and increased over time. This meant that only two anchor items were available for the first measurement point (Hancock & Buehl, 2008 ). However, the exchange of items over time is not necessarily avoidable in a longitudinal perspective with a changing social construct. Agreement with items, such as that women should have the same rights as men, reaches a ceiling by no longer reflecting variance after a certain point in time (see also gender role scales of the European Values Study, EVS, 2021 ). However, the sensitivity analysis concerning the shorter scale showed that measurement invariance and the developmental pattern were confirmed.
It was not possible to model a quadratic slope in the latent growth curve models due to convergence problems. This might have been due to the relatively low variance of the slope parameters. This issue could not be solved with the presented models because the most common solutions (e.g., fixing the residuals of the same indicators over time) did not achieve satisfactory model fit. This may be a further indication that modelling gender role attitudes remains a key issue requiring more extensive and in-depth research.
A typical issue of longitudinal analyses, which also affected this study, is panel attrition. People with lower cognitive abilities and socioeconomic status are more likely to drop out of the study. This is particularly relevant in this context, as these are key predictors of the developmental trajectory. Therefore, it is important to use missing data strategies such as FIML, as this strategy enables the retention of all students. Thereby, all existing information is used, maintaining the test power and minimizing the risk of selective dropout (Graham, 2009 ). Nevertheless, the generalizability should be interpreted with caution and the effects may be underestimated. Further replications with other data sets are needed to test the robustness of the findings presented here.
It was also not possible to control for relevant predictors. No data was available from the parents themselves, so there was no information on the gender role attitudes of the parents. Moreover, it was not possible to look at time-variant confounders like biological changes (e.g., hormonal changes) or the time point when the participants had their first romantic and sexual experiences. Likewise, time-invariant confounders, such as genes or personality traits, could not be considered. Future research should consider whether these could be relevant and specific predictors for the development of gender role attitudes.
Lastly, the results need to be discussed from a historical perspective as the data basis refers to the 1990s and 2000s. In the last decade, societal discourses have increasingly engaged topics such as #metoo, nonbinary gender identities, and new ways to understand masculinity (Walter, 2018 ). This discourse is currently being led by a (publicly very present) section of adolescents and young adults with an intensity that was not as characteristic and polarizing for the same age group in the 1990s. Nevertheless, the adolescents in this study developed more egalitarian attitudes, and this can also be assumed for today’s teenagers based on current debates. The results highlight the changes in attitudes towards gender roles that take place during adolescence, and the importance of this perspective when studying gender inequalities. Although the data refers to the 1990s, there are few research approaches and datasets with a developmental perspective on the whole of adolescence.
This study has key implications for future research. Methodologically, increased latent modelling of gender role attitudes combined with extensive measurement invariance testing is required to adequately deal with shifting indicators. First, social change needs to be reflected in attitudes towards gender roles so that adequate variance can be modelled. Second, young people’s attitudes to gender roles change as they move through adolescence. While young people in the seventh grade may only be observers of their parents, they will have already made occupational decisions by the end of the study period that may go hand in hand with their gender roles. Moreover, future research should compare the development of traditional and egalitarian gender role attitudes to separate descriptive and prescriptive parts of the items. Intensive content and methodological research on the development of attitudes towards gender roles in adolescence is required, as the results show that adolescents develop in an egalitarian direction, while gender differences continue to emerge in occupational decisions. This may clarify how gender differences manifest early on.
Attitudes towards gender roles change during adolescence, yet the state of research is limited and inconsistent. This study investigated how gender role attitudes develop during adolescence and whether the trajectories differ by gender, socioeconomic status of the parents and cognitive abilities. The results highlight that both male and female adolescents developed egalitarian gender roles during adolescence and that their trajectories were converging by the end of the measurement period, leading to the rejection of the gender intensification hypothesis (Hill & Lynch, 1983 ). The assumption was supported that adolescents increasingly question moral constructs and, accordingly, develop in a more egalitarian direction (Eccles, 1987 ). In particular, cognitive abilities play an important role in egalitarian gender role attitudes. Studying the development of gender role attitudes is important in understanding gender inequalities, as gender-related constructs are particularly salient during adolescence, when teenagers discover their own gender identity and lay important foundations for their occupational and family-related futures. Since the data set refers to the 1990s, it would be useful to compare how attitudes towards gender roles develop during adolescence in the context of current social debates and changes to separate cohort effects from individual development processes. This study can serve as a central point of reference in this endeavor.
We used Mplus 8.4 to model the latent structure of our interested factors. Furthermore, we tested for longitudinal measurement invariance and measurement invariance by sex and we modeled our final multigroup second order latent growth curve model with Mplus 8.4. The related code is available by contacting the corresponding author: [email protected].
Amthauer, R. (1955). I-S-T: Intelligenz-Struktur-Test: Handanweisung für die Durchführung und Auswertung (2nd ed.). Hogrefe.
Athenstaedt, U., & Alfermann, D. (2011). Geschlechtsrrollen und ihre Folgen: Eine sozialpsychologische Betrachtung . Kohlhammer.
Baumert, J., Roeder, P. M., Gruehn, S., Heyn, S., Köller, O., Rimmele, R., Schnabel, K., & Seipp, B. (1996). Bildungsverläufe und psychosoziale Entwicklung im Jugendalter (BIJU). In K.-P. Treumann, G. Neubauer, R. Möller, & J. Abel (Eds.), Methoden und Anwendungen empirischer pädagogischer Forschung (pp. 170–180). Waxmann.
Becker, M., Baumert, J., Tetzner, J., Maaz, K., & Köller, O. (2019). Childhood intelligence, family background, and gender as drivers of socioeconomic success: The mediating role of education. Developmental Psychology , 55 (10), 2231–2248. https://doi.org/10.1037/dev0000766 .
Article PubMed Google Scholar
Becker, M., Tetzner, J., & Baumert, J. (2020). Schulformen und sozioökonomischer Erfolg im jungen Erwachsenenalter: Werden unterschiedliche Ausbildungswege auf dem Arbeitsmarkt gleich honoriert. Zeitschrift Für Erziehungswissenschaft , 23 , 979–1017. https://doi.org/10.1007/s11618-020-00973-7 .
Article Google Scholar
Bolzendahl, C. I., & Myers, D. J. (2004). Feminist attitudes and support for gender equality: Opinion change in women and men, 1974-1998. Social Forces , 83 (2), 759–789. https://doi.org/10.1353/sof.2005.0005 .
Bryant, A. N. (2003). Changes in attitudes towards woman’s roles: Predicting gender-role traditionalism among college students. Sex Roles , 48 (3/4), 131–142. https://doi.org/10.1023/A:1022451205292 .
Byrne, B. M. (2013). Structural equation modeling with Mplus: Basic concepts, applications, and programming . Routledge.
Constantin, A., & Voicu, M. (2015). Attitudes towards gender roles in cross-cultural surveys: Content validity and cross-cultural measurement invariance. Social Indicator Research , 123 (3), 733–751. https://doi.org/10.1007/s11205-014-0758-8 .
Crouter, A. C., Whiteman, S. D., McHale, S. M., & Osgood, D. W. (2007). Development of gender attitude traditionality across middle childhood and adolescence. Child Development , 78 (3), 911–926. https://doi.org/10.1111/j.1467-8624.2007.01040.x .
Damian, R. I., Su, R., Shanahan, M., Trautwein, U., & Roberts, B. W. (2015). Can personality traits and intelligence compensate for background disadvantage? Predicting status attainment in adulthood. Journal of Personality and Social Psychology , 109 (3), 473–489. https://doi.org/10.1037/pspp0000024 .
Dotti Sani, G. M., & Quaranta, M. (2017). The best is yet to come? Attitudes toward gender roles among adolescents in 36 countries. Sex Roles , 77 (1–2), 30–45. https://doi.org/10.1007/s11199-016-0698-7 .
Duncan, T. E., Duncan, S. C., & Strycker, L. A. (2006). An introduction to latent variable growth curve modeling: Concepts, issues and applications . Lawrence Erlbaum Associates.
Eagly, A. H., & Wood, W. (2012). Social role theory. In Van Lange, Paul A. M., A. W. Kruglanski, & E. T. Higgings (Eds.), Handbook of theories of social psychology: Volume 2 (pp. 458–476). Sage.
Eccles, J. (1987). Adolescence: Gateway to gender-role transcendence. In D. B. Carter (Ed.), Current conceptions of sex roles and sex typing: Theory and Research (pp. 225–242). Praeger.
EVS. (2021). EVS Trend File 1981-2017 . https://doi.org/10.4232/1.13736
Fan, P. ‑L., & Marini, M. M. (2000). Influences on gender-role attitudes during the transition to adulthood. Social Science Research , 29 (2), 258–283. https://doi.org/10.1006/ssre.1999.0669 .
Graham, J. W. (2009). Missing data analysis: Making it work in the real world. Annual Review of Psychology , 60 , 549–576. https://doi.org/10.1146/annurev.psych.58.110405.085530 .
Halimi, M., Davis, S. N., & Consuegra, E. (2021). The power of peers? early adolescent gender typicality, peer relations, and gender role attitudes in Belgium. Gender Issues , 38 (2), 210–237. https://doi.org/10.1007/s12147-020-09262-3 .
Hancock, G. R., & Buehl, M. M. (2008). Second-order latent growth models with shifting indicators. Journal of Modern Applied Statistical Methods , 7 (1), Article jmasm.eP1420 https://doi.org/10.22237/jmasm/1209614640 . 39–55.
Hancock, G. R., Kuo, W. ‑L., & Lawrence, F. (2001). An illustration of second-order latent growth models. Structural Equation Modeling: A Multidisciplinary Journal , 8 (3), 470–489. https://doi.org/10.1207/S15328007SEM0803_7 .
Harter, S. (2003). The development of self-representations during childhood and adolescence. In M. R. Leary & J. P. Tangney (Eds.), Handbook of self and identity (610-642). Guilford Press.
Heller, K. A., Schoen-Gaedike, A.‑K., & Weinlaeder, H. (1985). Kognitiver Fähigkeitstest: KFT 4-13+ (2nd ed.). Beltz.
Hill, J. P., & Lynch, M. E. (1983). The intensification of gender-related role expectations during early adolescence. In J. Brooks-Gunn & A. C. Petersen (Eds.), Girls at puberty: Biological and psychosocial perspectives (pp. 201–228). Springer.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal , 6 (1), 1–55. https://doi.org/10.1080/10705519909540118 .
International Labour Office. (1968). International Standard Classification of Occupations: Revised edition . International Labour Office.
International Labour Organization. (1990). International standard classification of occupations: ISCO-88 . International Labour Organization.
Kim, E. S., & Willson, V. L. (2014). Testing measurement invariance across groups in longitudinal data: multigroup second-order latent growth model. Structural Equation Modeling: A Multidisciplinary Journal , 21 (4), 566–576. https://doi.org/10.1080/10705511.2014.919821 .
Knight, C. R., & Brinton, M. C. (2017). One egalitarianism or several? Two decades of gender-role attitude change in Europe. American Journal of Sociology , 122 (5), 1485–1532. https://doi.org/10.1086/689814 .
Krampen, G. (1979). Eine Skala zur Messung der normativen Geschlechtsrollen-Orientierung (GRO-Skala). Zeitschrift Für Soziologie , 8 (3), 254–266.
Lam, C. B., Stanik, C., & McHale, S. M. (2017). The development and correlates of gender role attitudes in African American youth. The British Journal of Developmental Psychology , 35 (3), 406–419. https://doi.org/10.1111/bjdp.12182 .
Lomazzi, V. (2017). Testing the goodness of the EVS gender role attitudes scale. Bulletin of Sociological Methodology/Bulletin De Méthodologie Sociologique , 135 (1), 90–100. https://doi.org/10.1177/0759106317710859 .
Lomazzi, V., & Seddig, D. (2020). Gender role attitudes in the international social survey programme: cross-national comparability and relationships to cultural values. Cross-Cultural Research , 54 (4), 398–431. https://doi.org/10.1177/1069397120915454 .
Lüdtke, O., Robitzsch, A., Trautwein, U., & Köller, O. (2007). Umgang mit fehlenden Werten in der psychologischen Forschung. Psychologische Rundschau , 58 (2), 103–117. https://doi.org/10.1026/0033-3042.58.2.103 .
Lühe, J., Becker, M., & Maaz, K. (2018). Elterliche Geschlechterrollenvorstellungen, familiärer Hintergrund und Schulleistungen. Zeitschrift Für Pädagogische Psychologie , 32 (3), 1–15.
Martin, C. L., Ruble, D. N., & Szkrybalo, J. (2002). Cognitive theories of early gender development. Psychological Bulletin , 128 (6), 903–933. https://doi.org/10.1037/0033-2909.128.6.903 .
Mays, A. (2012). Determinanten traditionell-sexistischer Einstellungen in Deutschland – eine Analyse mit Allbus-Daten. Kölner Zeitschrift Für Soziologie Und Sozialpsychologie , 64 (2), 277–302. https://doi.org/10.1007/s11577-012-0165-6 .
McHale, S. M., Crouter, A. C., & Whiteman, S. D. (2003). The family context of gender development in childhood and adolescence. Social Development , 12 (1), 125–148. https://doi.org/10.1111/1467-9507.00225 .
Meredith, W. (1993). Measurement invariance, factor analysis and factorial invariance. Psychometrika , 58 (4), 525–543.
Rutkowski, L., & Svetina, D. (2014). Assessing the hypothesis of measurement invariance in the context of large-scale international surveys. Educational and Psychological Measurement , 74 (1), 31–57. https://doi.org/10.1177/0013164413498257 .
Schroeder, K. M., Bámaca-Colbert, M. Y., & Robins, R. W. (2019). Becoming more egalitarian: a longitudinal examination of Mexican-origin adolescents’ gender role attitudes. Developmental Psychology , 55 (11), 2311–2323. https://doi.org/10.1037/dev0000811 .
Article PubMed PubMed Central Google Scholar
Seddig, D., & Lomazzi, V. (2019). Using cultural and structural indicators to explain measurement noninvariance in gender role attitudes with multilevel structural equation modeling. Social Science Research , 84 , Article 102328 https://doi.org/10.1016/j.ssresearch.2019.102328 .
Stocké, V., Blossfeld, H. ‑P., Hoenig, K., & Sixt, M. (2011). Social inequality and educational decisions in the life course. Zeitschrift Für Erziehungswissenschaft , 14 , 103–119. https://doi.org/10.1007/s11618-011-0193-4 .
Thijs, P., Te Grotenhuis, M., Scheepers, P., & van den Brink, M. (2019). The rise in support for gender egalitarianism in the Netherlands, 1979-2006: The roles of educational expansion, secularization, and female labor force participation. Sex Roles , 81 (9–10), 594–609. https://doi.org/10.1007/s11199-019-1015-z .
Trautner, H. M., Ruble, D. N., Cyphers, L., Kirsten, B., Behrendt, R., & Hartmann, P. (2005). Rigidity and flexibility of gender stereotypes in childhood: Developmental or differential. Infant and Child Development , 14 (4), 365–381. https://doi.org/10.1002/icd.399 .
Treiman, D. J. (1977). Occupational prestige in comparative perspective . Academic Press.
Updegraff, K. A., McHale, S. M., Zeiders, K. H., Umaña-Taylor, A. J., Perez-Brena, N. J., Wheeler, L. A., & Rodríguez De Jesús, S. A. (2014). Mexican-American adolescents’ gender role attitude development: The role of adolescents’ gender and nativity and parents’ gender role attitudes. Journal of Youth and Adolescence , 43 (12), 2041–2053. https://doi.org/10.1007/s10964-014-0128-5 .
Walter, J. G. (2018). The adequacy of measures of gender roles attitudes: A review of current measures in omnibus surveys. Quality & Quantity , 52 (2), 829–848. https://doi.org/10.1007/s11135-017-0491-x .
Zucco, A., & Lott, Y. (2021). Stand der Gleichstellung: Ein Jahr Corona (WSI Report No. 64) . Düsseldorf: Hans-Böckler-Stiftung, Wirtschafts- und Sozialwissenschaftliches Institut (WSI). https://www.econstor.eu/handle/10419/232557
Google Scholar
Download references
We are grateful to the BIJU study team and, in particular, the principal investigators of the BIJU study, Jürgen Baumert, Olaf Köller, and Kai S. Cortina, for allowing us to use their dataset. Furthermore, we thank Gerrit Hasche for support during the preparation of the manuscript and Keri Hartman and Roisin Cronin for language editing.
Authors and affiliations.
Department of Educational Governance, DIPF | Leibniz Institute for Research and Information in Education, Rostocker Straße 6, 30323, Frankfurt am Main, Germany
Ricarda Ullrich, Michael Becker & Jan Scharf
Center for Research on Education and School Development (IFS), Technical University Dortmund, Vogelpothsweg 78, 44227, Dortmund, Germany
Michael Becker
You can also search for this author in PubMed Google Scholar
RU contributed to the study conception and design, wrote the first manuscript and performed the statistical analyses; MB contributed to the study conception and design, performed the statistical analyes and coordinated and helped to draft the manuscript; JS contributed to the study conception and design, participated in the interpretation of the data, coordinated and helped to draft the manuscript. All authors read and approved the final manuscript.
Open Access funding enabled and organized by Projekt DEAL.
We re-analyzed the large-scale longitudinal German dataset BIJU (Educational Careers and Psychosocial Development in Adolescence and Young Adulthood). This study was conducted by the principle investigators Jürgen Baumert, Olaf Köller, and Kai S. Cortina who allowed us to use the data for answering the research question. This manuscript’s data will not be deposited.
Correspondence to Ricarda Ullrich .
Conflict of interest.
The authors declare no competing interests.
Written informed consent was obtained from all study participants and their parents before the BIJU study began. It was conducted in accordance with the American Psychological Association’s ethical principles for research with human participants.
All authors have agreed to the by-line order and to submission of the manuscript in this form. I have assumed responsibility for keeping my colleagues informed of our progress throughout the editorial review process, the content of the reviewers, and any revisions made.
The conduction of the study was approved by the relevant state school boards and the ethics commissions of the participating research institutions of the Max Planck Institute for Human Development in Berlin and the Leibniz Institute for Science and Mathematics Education in Kiel. The ethical standards of the American Psychological Association were followed in the conduct of the study.
Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Tables 8 – 10
Figs. 3 – 4
Trajectory of mean values for male and female adolescents during adolescence with trend line. N = 11713
Trajectory of mean values for male and female adolescents during adolescence with trend line. N = 561
Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ .
Reprints and permissions
Ullrich, R., Becker, M. & Scharf, J. The Development of Gender Role Attitudes During Adolescence: Effects of Sex, Socioeconomic Background, and Cognitive Abilities. J Youth Adolescence 51 , 2114–2129 (2022). https://doi.org/10.1007/s10964-022-01651-z
Download citation
Received : 11 February 2022
Accepted : 22 June 2022
Published : 15 July 2022
Issue Date : November 2022
DOI : https://doi.org/10.1007/s10964-022-01651-z
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
Click through the PLOS taxonomy to find articles in your field.
For more information about PLOS Subject Areas, click here .
Loading metrics
Open Access
Peer-reviewed
Research Article
Roles Conceptualization, Formal analysis, Methodology, Visualization, Writing – original draft, Writing – review & editing
* E-mail: [email protected] (JGG); [email protected] (MJS)
Affiliations Wom = n Equity & Research Committee, Society of Spanish Researchers in the United Kingdom (SRUK/CERU), International House, 12 Constance Street, London, United Kingdom, School of Biological and Chemical Sciences, Queen Mary, University of London, London, United Kingdom
Roles Conceptualization, Formal analysis, Methodology, Writing – review & editing
Affiliation Wom = n Equity & Research Committee, Society of Spanish Researchers in the United Kingdom (SRUK/CERU), International House, 12 Constance Street, London, United Kingdom
Roles Conceptualization, Supervision, Writing – original draft, Writing – review & editing
Affiliations Wom = n Equity & Research Committee, Society of Spanish Researchers in the United Kingdom (SRUK/CERU), International House, 12 Constance Street, London, United Kingdom, Department of Basic and Clinical Neuroscience, Maurice Wohl Clinical Neuroscience Institute, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, London, United Kingdom
There is extensive evidence of gender inequality in research leading to insufficient representation of women in leadership positions. Numbers revealing a gender gap in research are periodically reported by national and international institutions but data on perceptions of gender equality within the research community are scarce. In the present study, a questionnaire based on the British Athena Survey of Science, Engineering and Technology (ASSET 2016) was distributed among researchers working in Spain. Consistent with the original UK-based study, women in research perceived a greater degree of gender inequality than men. This difference was consistent from junior to senior positions, within public and private universities as well as research centres, and across all research disciplines. When responses were compared with the existing UK-based questionnaire, researchers in Spain felt that women and men are treated more equally in the workplace, yet they perceived their home departments to be less supportive regarding matters of gender equality. The results of this study provide clear evidence that men and women do not share the same perceptions of gender equality in science and that their differing perceptions are relatively consistent across two major European countries. The fact that men occupy the majority of senior positions while not perceiving the same inequality as women do, may be critical when it comes to ensuring the fair ascent of women to senior positions in an academic system. These data encourage the implementation of measures to ensure that both men and women are aware of gender biases in research.
Citation: García-González J, Forcén P, Jimenez-Sanchez M (2019) Men and women differ in their perception of gender bias in research institutions. PLoS ONE 14(12): e0225763. https://doi.org/10.1371/journal.pone.0225763
Editor: Luís A. Nunes Amaral, Northwestern University, UNITED STATES
Received: April 28, 2019; Accepted: November 12, 2019; Published: December 5, 2019
Copyright: © 2019 García-González et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Data Availability: All relevant data are within the paper and its Supporting Information files.
Funding: The authors received no specific funding for this work.
Competing interests: The authors have declared that no competing interests exist.
Worldwide, women represent 53% of bachelor’s and master’s graduates. Parity drops at the PhD level (43% women vs 57% men) and even more at postgraduate level, where only 28% of research positions are occupied by women [ 1 ]. This gender gap is more noticeable at the senior level, with a lower representation of women in leadership positions and consequently in decision- and policy-making. She Figures 2015, a report that investigates gender equality in research and innovation in Europe [ 2 ], showed that only 21% of grade A, top-level researchers were women and, strikingly, numbers have not improved much from the 20% observed in 2010. In the Spanish academic system, the representation of women is nearly identical to that of the rest of the EU (40.8% vs 41.0%), and women occupy 21.0% of senior positions in Spain vs 20.9% in the EU [ 2 , 3 ].
Gender perceptions may influence women’s ascent to senior positions [ 4 ]. Women are perceived as worse scientific leaders [ 5 , 6 ] and are stereotyped as not possessing the innate talent that is required in some fields [ 7 ]. These and other gender stereotypes may explain why women receive similar levels of research funding when they are judged on the quality of their research but less funding when judged on the excellence of the researcher [ 8 ], are less frequently invited to conferences [ 9 , 10 ], are less likely to be selected for scientific awards [ 11 , 12 ], are less represented on editorial boards [ 13 ], their work is less likely to be cited [ 14 ], they have less chances of being invited to participate in peer review [ 14 , 15 ], and they have a more restricted access to influential networks [ 16 ]. In 2015, Handley et al reported that men do not recognise the presence of gender bias in research to the same extent as women: when men and women were asked to read an abstract from a study reporting gender bias in research, men tended to evaluate this study less favourable, suggesting reluctance of men to acknowledge gender bias. The gender difference was more prominent among academics working in science, technology, engineering and mathematics (STEM) [ 17 ]. Moreover, many women’s choices of undergraduate discipline are dependent on the potential discrimination that is anticipated in each field [ 18 ]. A lack of understanding of these issues, especially at the senior level, will likely result in fewer measures put in place to tackle them. It is therefore necessary to understand how gender biases are perceived by researchers in their workplace, and, importantly, whether gender, seniority, research area and type of institution influence these perceptions. While reports are published periodically to evaluate the current gender situation in science and its evolution over the years [ 1 – 3 , 19 ], much less is known about researchers’ perceptions of gender equality.
The Athena Survey of Science, Engineering and Technology (ASSET) 2016 [ 20 ] was commissioned by The Royal Society, Royal Academy of Engineering, Royal Society of Biology and The Academy of Medical Sciences and managed by the Equality Challenge Unit (ECU) [ 21 ] to assess experiences, expectations and perceptions in science, technology, engineering, mathematics and medicine (STEMM) in academia in the United Kingdom (UK). The survey, which expanded from previous iterations of the survey, had 4,869 respondents and covered six aspects of British academics’ working life: perception of gender equality, recruitment, job and career, caring responsibilities, training and leadership, and promotion and development. On average, men felt that the department where they worked was more committed to gender equality than women did. Also, although differences were relatively small, women perceived that men had an advantage regarding the allocation of tasks and resources related to career development, while men’s perceptions on this topic were more neutral.
In Spain, while public organisations such as the Spanish Research Council (CSIC) and the Women and Science Unit of the Spanish Ministry of Science, Innovation and Universities publish periodic reports of statistics regarding women in research [ 3 , 19 , 22 ], to the best of our knowledge, there has not been a formal assessment of perceptions on gender equality. Moreover, policies to encourage and recognise commitment to advancing the careers of women have not yet being implemented systematically, in contrast to the UK, where charters such as Athena SWAN (Scientific Women's Academic Network) [ 23 ] have been active for more than ten years. The present study seeks to understand gender perceptions and experiences among researchers in Spanish academic institutions, and to compare these with the perceptions of researchers working in their British counterparts. A questionnaire with items adapted from the ASSET 2016 [ 20 ] ( S1 Table ) was distributed among researchers working in both public and private universities and public research institutes in Spain [ 24 ]. The effects of respondents’ gender, seniority, type of institution and research area on their perceptions of gender equality were systematically assessed, and the results of this survey were then compared with those of the ASSET 2016. Data from our survey show that men and women differ in the perceptions of gender equality and that findings are consistent across research areas, type of institutions and researchers’ positions. Our findings largely agree with those obtained from respondents in the UK, while highlighting differences in how researchers in Spain perceive less institutional support for gender-related issues.
A total of 2,619 individuals were contacted via email through their institutions or through the Society of Spanish Researchers in the UK (SRUK/CERU). Of these, we analysed the data provided by 2,255 respondents that were currently working in Spain and discarded the data from individuals that did not reach the end of the survey. To ensure that our sampling method did not introduce a non-response bias in our analyses, we compared responses from those that did not complete the survey with those that completed it and found no differences between them ( S2 Table for women and S3 Table for men). 10 individuals younger than 21 were discounted. While this survey included the opportunity for respondents to indicate that they would prefer not to disclose their gender (n = 11), the data presented are limited to those respondents who identified themselves as either men or women. The final sample for analysis contained 1,295 adults from 63 institutions (see S4 Table for a complete list of the institutions represented in the survey), of which 36% (n = 469) were men and 64% (n = 826) were women. For more details of the sample used in the study, see Table 1 and S1 Appendix .
The data in this study were analyzed anonymously. Data were collected through the website surveymonkey.com . At the beginning of the survey, all participants were informed about the purpose of the questionnaire and the anonymisation of their data. Responses were obtained between 5 February 2018 and 4 May 2018. Participants were given the option of not responding at each question. We only included data from participants older than 21 years old.
The present report is part of a wider survey to explore the perceptions and experiences of gender equality of academics working in STEMM, as well as in the arts, humanities, social sciences, business and law (AHSSBL) in Spain. Items included in the original survey were adapted from the Athena Survey of Science, Engineering and Technology (ASSET), managed by the Equality Challenge Unit [ 20 ]. The survey was circulated in English to ensure that the questions had the same meaning in both countries. In this study, only the responses relevant to the perception of gender biases were analysed. A description of the survey questions that were adapted from the ASSET survey and analysed in this study, their variable names and scales used is provided in S1 Table .
The measurement of gender equality in research is multidimensional. In this case, two dimensions of gender equality were explored: perceptions of gender equality in departments where respondents work and perceptions of gender equality in the allocation of tasks and resources . Perceptions of gender equality in departments were assessed using six statements such as “My department is committed to promoting gender equality” or “My department is (or would be) responsive to concerns about gender equality”. Each statement was rated using a 7-point scale ranging from 1 = “Strongly disagree” to 7 =“Strongly agree”. Perceptions of gender equality in the allocation of tasks and resources were assessed using 15 items, such as “Invitations to conferences”, “Appointments to editorships” or “Allocation of teaching”. Each item was evaluated using a 7-point scale ranging from 1 = “Much easier for a woman” to 7 = “Much easier for a man” ( S1 Table ).
We performed Principal Component Analysis (PCA) to confirm that the two previously-described dimensions of gender equality are present in the Spanish research system. PCA calculates the correlating variation among a set of observed variables (items) to identify underlying latent variables (dimensions/constructs) by obtaining the covariance matrix of the variables, and then its eigenvectors and the corresponding eigenvalues. Cronbach’s alpha [ 25 ] was used to examine the internal validity of the items for each component. To assess whether respondents’ gender had a significant effect on their perceptions of gender equality, independent samples t-tests were performed for each survey question and for the sum of all items within each dimension. Effect sizes were assessed using Cohen's d [ 26 ], where 0.2, 0.5, and 0.8 indicated a small, medium and large effect, respectively. To evaluate the effects of research area, position, type of institution, as well as the interaction between those and the respondents’ gender, two-way ANOVA tests were used (three ANOVA tests were run, one for each factor). Mean, standard deviation and sample sizes for male and female respondents in the UK were obtained from ASSET 2016 and t-tests were carried out separately to compare each question and gender group.
To account for multiple testing when exploring group differences between men and women, a Bonferroni correction was applied based on 21 independent t-tests (one for each question for the Spain based questionnaire) and significance was declared at a threshold of 0.002. For the comparison across countries, a Bonferroni correction was applied based on 38 independent t-tests (19 questions available in both countries stratified by male and female respondents). In this case significance was declared at a threshold of 0.001. Analyses were undertaken using Minitab v.17 and v.18 and R version 3.4.3.
To assess how researchers working in Spain perceive gender equality, a survey adapted from the ASSET 2016 in the UK, was distributed among researchers working in Spanish universities and research centres. A total of 1,295 complete responses were collected from 63 institutions, of which 36% (n = 469) were men and 64% (n = 826) were women. Respondents’ ages ranged between 21 and 66 or over and represented all stages of the research and academic ladder ( Table 1 ). The survey was composed of two categories: perceptions of gender equality in departments and perceptions of gender equality in the allocation of tasks and resources . We first confirmed the existence of two defined categories among the questions by performing a principal component analysis (PCA) and their internal reliability was assessed by Cronbach’s alpha. With Cronbach’s alpha values ranging from 0.7 to 0.9, we confirmed that the items within each component were closely related. These results are in line with the ASSET 2016 survey structure, ensuring a reliable comparison between both countries (see S2 Appendix in supporting information and S1 Fig for details on the psychometric analyses).
https://doi.org/10.1371/journal.pone.0225763.t001
We then assessed the impact that gender, position, research area and type of institution may have on perceptions of gender equality in the Spanish academic system. T-tests and two-way analysis of variance (ANOVA) tests were used to assess the effect of these factors as well as the interaction between them and the respondents’ gender. In addition, responses were compared with those from the ASSET 2016 to investigate potential differences in perceptions across Spain and the UK.
In the first part of the survey, a total of six items were used to evaluate how participants perceived gender equality in their departments in terms of (1) leadership (assessing how well women and men perceive women as leaders ( Fig 1A )), (2) equality treatment (assessing whether men and women are treated equally in their departments ( Fig 1B )), and (3) promotion of gender equality (investigating whether participants perceived that their departments have measures in place to promote gender equality ( Fig 1C )). Perceptions of gender equality in the respondents’ department was overall lower for women, with average score across the six items close to neutral ( M = 4.44, SD = 1.93) compared to men, who perceived their departments are somewhat committed to gender equality ( M = 5.18, SD = 2.13) ( p <0.002, S6 Table ). The distribution of responses for this category also showed that, despite the high variability in responses within each gender, most of men responses were 6 = ‘Agree’ and 7 = ‘Strongly agree’ (that there is gender equality in their departments), whereas women responses were more variable and a larger percentage of them failed to perceive gender equality (1 = ‘Strongly disagree’, 2 = ‘Disagree’ and 3 = ‘Somehow disagree’) ( Fig 1 ).
Graph shows the distribution of responses by gender where responses ranged from 1 = “Strongly disagree” to 7 = “Strongly agree”. The neutral value is 4 = “Neither agree nor disagree”. Sample sizes ranged from 1,287 to 1,293 respondents (n = 465 to 468 men and n = 821 to 826 women). Sample sizes for each question are detailed in S6 Table .
https://doi.org/10.1371/journal.pone.0225763.g001
The largest gender differences were observed when participants were asked about leadership perception ( Fig 1A ). Although both women and men mostly agreed with the statement ‘Women are perceived as good leaders by women’, there was a slight shift in the distribution of responses towards a more negative perception by women ( M = 5.05, SD = 2.26) than men ( M = 5.40, SD = 1.76). The difference between women and men’s perception was more striking for the question “Women are perceived as good leaders by women ”, which showed that women felt that women’s leadership abilities are less recognised by men ( M = 4.03, SD = 1.88) ( p <0.002, S6 Table ).
When respondents were asked whether men and women receive equal treatment in their departments ( Fig 1B ), 87% of men agreed (strongly agree/agree/somehow agree). In contrast, women’s perceptions of equality were significantly lower and only a 69% agreed with that statement, while 25% of them strongly disagreed, disagreed or somehow disagreed with the equality of the treatment received. With an average of 6.05 ( SD = 1.41) for men versus 5.06 ( SD = 1.79) ( p <0.002, S6 Table ) for women, female researchers perceived less gender equality in the treatment provided by their departments.
To evaluate whether participants perceived that their departments have measures in place to promote gender equality, we used three items that included questions such as “I would know who to approach if I had concerns about gender equality” or “My department is responsive to concerns about gender equality” ( Fig 1C ). For both men and women, item means ranged between 3.90 ( SD = 2 . 15 ) and 5.07 ( SD = 1 . 90 ) (scores of 3, 4 and 5 correspond to “Somehow disagree”, “Neither agree nor disagree” and “Somehow agree”, respectively). For these three items, women perceived that their departments had significantly lower commitment to promote gender equality compared to men ( p <0.002, S6 Table ).
Overall, these results show that in the Spanish research system men have a more positive perception about their departments treatment and commitment to gender equality than women do. Importantly, we found that women felt they are not valued as good leaders by men.
To evaluate whether men and women perceive that the tasks and resources are equally allocated in their departments, 15 tasks and resources were assessed and stratified by: (1) allocation of markers of esteem ( Fig 2A ), (2) allocation of professional development resources ( Fig 2B ) and allocation of academic duties (3) ( Fig 2C ) ( S7 Table ).
Gender differences in perceptions of gender equality in the allocation of tasks and resources related to A) markers of esteem, B) professional development and C) additional professional duties. The item ‘Distribution of office/laboratory space or equipment’ refers to both A) markers of esteem and B) professional development. Graphs show distribution of responses by gender where responses ranged from 1 = “Much easier for a woman” to 7 = “Much easier for a man”. The neutral value is 4 = “Neither agree nor disagree”. See S4 Table for descriptive statistics and t-test results. Sample size ranged from n = 1,259 to 1,287 respondents (n = 455 to 467 men and n = 804 to 821 women). Sample sizes for each question are detailed in S7 Table .
https://doi.org/10.1371/journal.pone.0225763.g002
Compared to men, a larger percentage of women perceived that the recognition of intellectual contributions, invitations to conferences, distribution of office/laboratory space or equipment and appointments to editorships, all markers of esteem, are more easily allocated to men ( Fig 2A ), with mean scores between 4.01 ( SD = 2.07) and 4.88 ( SD = 1.43) ( S7 Table ). However, male respondents mostly rated the allocation of these resources as ‘the same for men and women’, with mean scores between 3.81 ( SD = 1 . 02) and 4.07 ( SD = 1 . 13 ) , Fig 2A and S7 Table).
Similarly, most of the men perceived that the allocation of resources related to professional development ( Fig 2B and S7 Table ) are allocated to men and women with similar ease ( M = 3.98, SD = 1.25). However, a larger proportion of female respondents felt that most of these resources are more easily allocated to men ( M = 4.75, SD = 1.46). Although these differences were subtle, they were statistically significant, with p<0.002 for all of the items individually and when considered together ( S7 Table ). The most noticeable differences were found when asked about promotion to senior posts or access to circles of influence (women: M = 5.29, SD = 1.57; men: M = 4.24, SD = 1.43; p<0.002, S7 Table ). Across all the items, the response distribution is markedly shifted between women and men. The percentage of women that think that it is slightly easier, easier or much easier for a man to get these resources ranged between 24 and 65%, in contrast to a smaller fraction of men with similar opinion, between 6 and 34%. For the different questions, between 50 and 84% of men perceived that professional development resources are distributed equally ( Fig 2 ).
The results above contrast with the findings in relation to the allocation of academic duties ( Fig 2C ). Both women and men perceived that pastoral care roles, or the support provided for the well-being of students and trainees, are allocated more easily to women and no significant differences between genders were observed for this category ( S7 Table ). They also agreed that the allocation of teaching is more equally distributed ( Fig 2C and S7 Table ). While there is a general perception that administrative tasks are more easily allocated to women, women perceived this more strongly (women: M = 3.25, SD = 1.42; men: M = 3.60; SD = 1.19. p <0.002, S7 Table ).
Altogether, gender differences were observed for the allocation of all the items referring to professional development and markers of esteem, where women perceived that these are more easily allocated to men while men did not perceive a biased distribution to the same extent. On the contrary, men and women perceived similarly that academic duties (teaching, pastoral care roles and administrative tasks), which are tasks not directly related to research performance, are distributed more easily to women.
We next determined whether these gender differences may vary across research areas. Results from a two-way ANOVA for gender and research area suggested that overall women and men differences in gender perception were independent of the research discipline, as no gender-by-research area interaction was statistically significant ( S8 – S10 Tables). When we compared how researchers from different disciplines perceive gender equality in their workplace, we observed a significant main effect of research area only on the items “In general, men and women are treated equally in my department” and “Allocation of pastoral care roles”. Compared to other research areas, women working on law and earth sciences perceived the lowest gender equality regarding the treatment that men and women receive in their departments ( S2 Fig ). Researchers in the areas of maths and physical sciences are the ones perceiving that pastoral care roles are more easily allocated to women, with mean scores for both women and men of around 2 (i.e. “Easier for a woman”), while law had the most neutral perception, with mean scores above 3 (i.e. “Slightly easier for a woman”) ( S3 Fig ). It is worth noting that law and earth sciences are the research areas with the lowest responses and larger samples are needed to reach further conclusions.
To investigate the effect of seniority on perceptions of gender equality, we created four groups of positions according to their experience level ( Table 1 ): senior researcher, intermediate career researcher, early career researcher and research student. Gender and position were included as factors in a two-way ANOVA. Women’s estimates of gender equality were lower than those of men regardless of seniority, as the interaction between position and gender did not reach statistical significance for any item ( S11 – 13 Tables). Similar results were obtained when the interaction was done between age and gender ( S11 – 13 Tables). Only for the item “receiving positive feedback from management” the effect of gender differed by age ( S13 Table )
The only significant main effect of position was found on the items “If I had concerns about gender equality in my department, I would know who to approach” ( S4 Fig ), and “Appointment to editorships” and “Allocation of administrative tasks” ( S5 Fig ). For all three items, junior researchers perceived more gender biases in the allocation of these resources than researchers in more advanced positions.
We observed that perceptions of gender equality in departments and in the allocation of tasks and resources were consistent across research centres, private and public universities. There were no significant main effects of type of centre, nor any interactions between gender and type of centre ( S14 – S16 Tables), suggesting that the previously-observed gender differences did not vary as a function of the institution where the respondents work.
Overall, results from our survey and from the ASSET 2016 indicate that lower gender equality was perceived by women researchers working at both Spain and the UK. When all the items from the category perceptions of gender equality in the allocation of tasks and resources were considered together, we found no significant differences between countries ( S17 Table ). In contrast, when the six items for the category perceptions of gender equality in the department were jointly assessed, male and female researchers in the UK perceived greater gender equality than their counterparts in Spain. In both countries, men perceived higher equality in their departments than women, but country differences were consistent across genders with p <0.001 ( S17 Table ).
We then evaluated all the items individually and compared the responses from both surveys. Significant differences in perceptions between participants from Spain and the UK were observed for both genders ( p <0.001) in 13 items as per t-test ( S17 Table ). The largest differences were observed for items related to the support provided by the department and the allocation of teaching and pastoral tasks.
Relative to British respondents, researchers from Spanish institutions perceived greater equality in the treatment that men and women receive in their departments ( p <0.001, S17 Table ) ( Fig 3A ). Conversely, respondents from Spain perceived a lower level of support from their departments concerning issues of gender equality relative to their British counterparts, with p <0.001 for the three items ( Fig 3B–3D and S17 Table ).
Responses range from 1 = “Strongly disagree” to 7 = “Strongly agree”. The neutral value is 4 = “Neither agree nor disagree”. Spanish sample size ranged from 1,297 to 1,303 respondents (n = 467 to 468 men and n = 817 to 826 women). British sample size ranged from 4,804 to 4,862 respondents (n = from 2,466 to 2,491 men and n = from 2,338 to 2,372 women). Sample sizes for each question, country and gender are detailed in S17 Table .
https://doi.org/10.1371/journal.pone.0225763.g003
For perceptions of gender equality in the allocation of tasks and resources related to professional development, we observed that differences between Spain and the UK were driven almost exclusively by female respondents ( Fig 4 ). Women working as researchers in Spain perceived to a greater extent that it is easier for a man to be allocated tasks and resources related to professional development such as receiving positive feedback, receipt of mentoring for career decisions, promotion to senior posts, recruitment for academic posts, attention from senior management or access to informal circles of influence ( Fig 4 ). For all these items, significant differences between Spain and the UK were observed for female respondents, where the UK-based respondents perceived higher levels of equality compared to their Spanish counterparts ( p <0.001).
Responses range from 1 = “Much easier for women” to 7 = “Much easier for men”. Spanish sample size ranged from n = 1,279 to 1,287 (n = 46 to 470 men and n = 810 to 827 women). British sample size ranged from 4,814 to 4,824 respondents (n = from 2,467 to 2,477 men and n = from 2,342 to 2,349 women). Sample sizes for each question, country and gender are detailed in S17 Table .
https://doi.org/10.1371/journal.pone.0225763.g004
Women in Spain perceived greater inequality in the recognition of intellectual contributions than women in the UK did (p<0.001) ( Fig 5A ), while no significant differences were observed across countries for other markers of esteem such as invitation to conferences ( Fig 5B ). Conversely, male Spanish researchers perceived that editorships were more easily allocated to women than British researchers did (p<0.001) ( Fig 5C ) ( S17 Table ). Regarding the allocation of teaching, administrative tasks and pastoral roles, Spain-based researchers perceived that these roles are more easily allocated to women while in the UK these would be equally allocated to women and men ( p <0.001) ( Fig 5D–5F and S17 Table ). Interestingly, opposite directions in the gender effect were observed between countries for the allocation of administrative tasks and pastoral care roles ( Fig 5E–5F ).
Perceptions of gender equality in the allocation of tasks and resources in the Spanish and British academic systems: markers of esteem (A-C) and additional professional duties (D-F). Responses range from 1 = “Much easier for women” to 7 = “Much easier for men”. Spanish sample size ranged from n = 1,259 to 1,286 respondents (n = 455 to 466 men and n = 804 to 820 women). British sample size ranged from 4,722 to 4,813 respondents (n = from 2,433 to 2,476 men and n = from 2,289 to 2,346 women). Sample sizes for each question, country and gender are detailed in S17 Table .
https://doi.org/10.1371/journal.pone.0225763.g005
Despite reaching similar conclusions, both studies also highlight significant differences in gender perception among Spain and the UK. Some of these disparities may arise from inherent characteristics existing between research systems, however it may also underline areas where more work is required to promote gender equality.
The present study is the first one assessing perception of gender equality and comparing it across two major European countries. It provides clear and significant evidence that men and women have a different understanding of the gender gap in academia regardless of the country, research area, junior or senior position and type of academic institution. Our results show that women perceive greater gender inequality than men do and encourage the implementation of measures to increase awareness and address the problem.
Firstly, we evaluated perceptions of gender equality in a sample of 1,295 researchers working in academic positions in Spain. Estimates of gender equality were lower amongst women than men, with small to medium effect sizes, and the largest effect sizes being observed for items related to leadership. Previous research has revealed a systematic, unconscious gender bias that hinders women’s ascent to senior positions [ 8 – 16 , 27 , 28 ]. Despite the considerable body of objective scientific evidence, data from our survey shows that male researchers perceive equal gender treatment in their departments, equal access to the resources that are necessary for professional development or that can be viewed as markers of esteem and a stronger commitment from their departments to ensure gender equality. Data from our survey suggests that gender inequalities previously reported in the Spanish research system [ 3 , 19 , 22 ] are perceived by women researchers in their daily life in their departments but not by men to the same extent. To ensure a fair ascent of women in the academic ladder and fair allocation of resources, it seems necessary that those who occupy senior positions, who are mostly men, have a fair perception of gender inequality.
No significant interactions were observed between academic position or age and gender in our analyses, indicating that men and women of varying ages and seniority shared similar feelings regarding gender equality. Gender inequality has often been explained by a generational effect [ 29 , 30 ], and such an effect was widely cited by respondents when given the option to add comments in our survey (data not shown). These opinions are consistent with reports claiming that women in academia no longer face systematic discrimination [ 29 , 30 ]. However, contrary to this view, EU reports show only a modest increase in the number of women reaching senior positions in recent years [ 2 ], while in Spain, the proportion of women occupying senior positions did not change between 2012 and 2017 [ 3 , 19 ]. Results from this survey show that a generational change in perception, which is necessary to reach equality, is not happening in the new generations. Therefore, our data do not support a scenario where perception of gender bias will change over time without a need for intervention.
Our results agree to a large extent with those obtained in the ASSET 2016. Male researchers in both the UK and Spain perceived greater gender equality in their departments compared to female researchers. Interestingly, our analyses also highlighted some key differences in perceptions between the two countries, especially in perceptions related to gender equality in the workplace. While researchers in Spain felt that women and men are treated more equally in the workplace than researchers in the UK did, British departments were perceived as more committed, concerned and responsive to matters of gender equality. Overall perception on the allocation of tasks and resources was more similar between countries, but female respondents based in Spain perceived greater inequality regarding the allocation of resources related to professional development than the UK-based female respondents, while male respondents from both countries perceived no gender inequality. In the UK, the representation of women in the academic system (44.0%) is slightly higher than in Spain (41.0%) and in the EU average (40.8%) [ 2 ]. On the contrary, for the representation of women in senior positions, Spain does better, with 21.0% compared to only 17.5% in the UK, which is far from the EU average, 20.9% [ 2 ]. We could hypothesize that higher representation of women in senior positions results in greater perceptions of equality among researchers working in Spain. This contrasts with a more positive perception in terms of commitment and support at the workplace in the UK and the resources allocated to professional development.
The UK has been a pioneer in the implementation of awards to encourage and recognise commitment of the institutions to advance the careers of women, such as the Athena SWAN Awards, established by the Equality Challenge Unit (ECU) in 2005. The differences that researchers in Spain and in the UK perceive in terms of institutional support and allocation of resources could be explained by the existence of these measures. Recent evaluations of this program have acknowledged that its implementation has resulted in structural and cultural changes as well as in an effort to advance gender equality in research institutions in the UK [ 31 – 33 ].
The observation of large country differences in the allocation of pastoral care roles and administrative tasks is of special interest. The allocation of these duties has been associated with high workload and low reward [ 34 ]. Therefore, some of these differences may arise from the inherent characteristics of both research systems, where the recognition of pastoral roles may not be equally valued. Initiatives such as Athena Swan in the UK, that recognize and value these roles, have potentially led to a more equal distribution in this country.
In the last few years, multiple countries have adopted policies to increment the participation of women in science and to foster their career progression. The Horizon 2020 programme in Europe has incorporated gender in its research and innovation strategy by promoting gender balance in research teams and in decision-making panels and advisory groups, as well as providing funds for initiatives that support gender balance [ 35 ]. In the US, the National Science Foundation has invested over $270M to help higher education and STEM-related organizations to support ADVANCE (Organizational Change for Gender Equity in STEM Academic Professions) projects that aim to increase the representation of women in science [ 36 ]. In the UK, the Athena SWAN Charter recognises the commitment of academic organisations to gender equality [ 23 ], in particular where active policies and specific programmes have been adopted. Gender bias influence decision-making [ 4 , 37 ], therefore how gender biases are perceived by those designing, implementing and assessing these and future measures is a critical aspect to take into consideration [ 38 , 39 ]. At the individual level, perceptions are likely to be shaped during childhood, and working with children to eliminate stereotypes may help eliminating women and men differences in perception from early on [ 40 ]. Studies in the social psychology field have shown that alerting about the existence of a certain bias, may reduce that bias [ 41 – 43 ]. Therefore, increasing self-awareness in adulthood through gender bias and unconscious bias workshops could also help shaping perceptions [ 44 ]. It is important to note, that identifying the source of bias is critical for an effective intervention [ 42 ] and that effective changes require more than a one-off diversity training [ 45 ]. More importantly, institutions need to put in place evidence-based, data-driven measures to ensure that perceptions do not have a negative impact in women’s careers progression [ 46 ]. Only by applying policy changes and action plans at multiple levels, we will be able to address and remove institutional, organisational, structural and systemic barriers to full gender equality in research.
The ASSET 2016 provided a valuable resource to evaluate perceptions of gender equality in British STEMM. The current survey represents a further attempt to robustly evaluate such perceptions in a representative sample from a different country, although it was limited by an unequal gender distribution, whereby there were twice as many female as male respondents. In addition, the survey was limited to researchers working in universities (public and private universities) and public research centres. Future efforts to better define policies that benefit the largest number of people should include initiatives that encourage the participation and support of men in gender equality surveys, as well as extending surveys to researchers in the private sector.
The present study represents the first formal comparison of men and women perceptions of gender equality between two European countries. Our data on the researchers based in Spanish institutions largely agree with the observations of the British ASSET 2016, while highlighting important differences in gender perceptions between the two research systems. This and future international surveys should aid the design and implementation of effective measures to drive a cultural change and to close the gender gap in research, by increasing our understanding of gender perceptions in academic environments.
S1 appendix. responses “perceptions in gender equality”..
https://doi.org/10.1371/journal.pone.0225763.s001
https://doi.org/10.1371/journal.pone.0225763.s002
A) Loading plot of survey where first component is represented vs second component. B) Scree plot of the 21 items included in this analysis. As the number of components increases, the variance (within-group sum of squares) decreases. The elbow at two/three clusters represents the most parsimonious balance between minimum number of clusters that explain most of the variance.
https://doi.org/10.1371/journal.pone.0225763.s003
Item represented in the figure corresponds to “In general, men and women are treated equally in my department”. Graph shows means by gender ranging from 1 =“Strongly disagree” to 7 = “Strongly agree”. Sample size N = 1,293 (N = 468 men and N = 825 women).
https://doi.org/10.1371/journal.pone.0225763.s004
Figure represents the responses to perceptions of gender equality in the “allocation of pastoral care roles” and shows means by gender ranging from 1 =“Much easier for women” to 7 = “Much easier for men”. Sample size N = 1,259 (N = 455 men and N = 804 women).
https://doi.org/10.1371/journal.pone.0225763.s005
Item represented in the figure corresponds to “If I had concerns about gender equality in my department, I would know who to approach” and shows means by gender ranging from 1 =“Strongly disagree” to 7 = “Strongly agree”. Sample size N = 1,291 (N = 468 men and N = 823 women).
https://doi.org/10.1371/journal.pone.0225763.s006
A) Appointments to editorships and B) Allocation of administrative tasks. Graph shows means by gender ranging from 1 =“Much easier for a woman” to 7 = “Much easier for a man”. Sample size N = 1,275 to 1,279 (N = from 462 to 463 men and N = from 813 to 816 women).
https://doi.org/10.1371/journal.pone.0225763.s007
https://doi.org/10.1371/journal.pone.0225763.s008
https://doi.org/10.1371/journal.pone.0225763.s009
https://doi.org/10.1371/journal.pone.0225763.s010
https://doi.org/10.1371/journal.pone.0225763.s011
https://doi.org/10.1371/journal.pone.0225763.s012
“sd” = standard deviation. “N” = sample size. “df” = degrees of freedom. “95CI” = 95% Confidence intervals.
https://doi.org/10.1371/journal.pone.0225763.s013
https://doi.org/10.1371/journal.pone.0225763.s014
https://doi.org/10.1371/journal.pone.0225763.s015
“Df” = degrees of freedom. “Sum Sq” = Total sum of squares. “Mean Sq” = Mean Squares.
https://doi.org/10.1371/journal.pone.0225763.s016
https://doi.org/10.1371/journal.pone.0225763.s017
https://doi.org/10.1371/journal.pone.0225763.s018
“Df” = degrees of freedom. “Sum Sq” = total sum of squares. “Mean Sq” = Mean Squares.
https://doi.org/10.1371/journal.pone.0225763.s019
“Df” = degrees of freedom. “Sum Sq” = total sum of squares. “Mean Sq” = mean Squares.
https://doi.org/10.1371/journal.pone.0225763.s020
https://doi.org/10.1371/journal.pone.0225763.s021
https://doi.org/10.1371/journal.pone.0225763.s022
https://doi.org/10.1371/journal.pone.0225763.s023
“N” = Sample size, “M” = mean, “SD” = Standard deviation, “df” = degrees of freedom. Note: The questions “women are perceived as good leaders by women/men” from the Spain based questionnaire are not reported in this analysis, as no equivalent questions were available in ASSET 2016. Significance declared at Bonferroni corrected threshold p = 0.001.
https://doi.org/10.1371/journal.pone.0225763.s024
We thank all members of the Wom = n Equity & Research committee of SRUK/CERU—especially Diego Alonso and Nerea Irigoyen-, members of the Board of Directors of SRUK/CERU -especially Javier Escudero and Rocio Gaudioso- as well as David Pritchett, Caroline Brennan, Kristin Hadfield, Elke Vlemincx, Frederike Beyer, Eulalia Perez Sedeño and Pavel Ovseiko for reviewing the manuscript, helpful comments and discussion. We thank the Spanish universities, scientific societies and research institutes that distributed the survey, as well as all the researchers who took the time to complete it. This work was possible thanks to the previous work done in the ASSET 2016, and we thank Amanda Aldercotte from the Equality Challenge Unit for sharing data that enabled comparisons between our surveys.
Discover the world's research
N.b. believes notwithstanding clause should keep courts from commenting on gender identity laws.
New Brunswick has applied to make arguments in a case legal experts say will determine whether courts can voice concerns about human rights consequences of using the notwithstanding clause.
Constitutional lawyers Kerri Froc and Lyle Skinner agree that provinces are increasingly turning to Section 33 in the Constitution — also known as the notwithstanding clause — as a way to lawfully override some Charter rights in legislation.
It's been invoked in recent years, for example in Quebec's secularism bill and Ontario's third-party election financing laws, but lawmakers have also more often promised to use it in controversial legislation without success — such as with New Brunswick's failed mandatory vaccination bill.
Traditionally, Froc said, courts have approached the notwithstanding clause as a legal "no-go zone," where they do not consider challenges to provincial laws where it is invoked.
But as Canadian provinces are increasingly using it, the question of whether courts can publicly rule on a challenge — but not strike down the law — has become more relevant, said Froc and Skinner.
It's the question at issue in a Saskatchewan Court of Appeal case on the province's Parents' Bill of Rights, which passed in October and invoked the notwithstanding clause .
Despite that, a judge in February ruled a lawsuit by 2SLGBTQ+ group UR Pride could proceed. The government of Saskatchewan is asking the province's appeal court to overturn that ruling.
If New Brunswick is granted intervener status in the case, as requested on Friday, it will join Alberta in making arguments to quash the lawsuit.
Skinner, who specializes in parliamentary law, said the case is significant because its outcome will set a precedent on what role if any the legal system will play as governments increasingly use the clause.
"If the courts rule in favour of the governments, the question of whether or not it's unconstitutional will never be answered by the courts," he said.
"If this court decision is upheld ... at the end of the day the legislature is still supreme, but there's also, the courts have that referee role in still providing a different lane to say, 'Yes, you have the ultimate authority, under parliamentary supremacy, but what you're doing would be unconstitutional if not for the notwithstanding clause.'"
Froc said that would allow courts to review the laws and give the public information about possible human rights concerns.
Giving courts that role, even without the teeth to strike down laws, could give governments more pause before opting to invoke the clause, Skinner said.
"That has public policy and political downstream consequences that may impact utilization, the very frequent utilization we're seeing right now, in the future," he said.
That's important, Froc said, because the way governments are proposing to use the clause has shifted over time from affirming rights not included in the Charter or to navigate competing rights, to a preemptive use that is "more hostile to rights."
In a statement last Friday, New Brunswick Attorney General Ted Flemming said the province is applying to intervene because it believes in "the principles of law."
"This is a constitutional issue about whether the notwithstanding clause is the final word when a legislature invokes it," Flemming said.
"We believe that legislative assemblies have the right to make laws that are important to the people of their province, and that they have the right to protect those laws through the use of the notwithstanding clause, if necessary."
However, both Froc and Skinner say the question at hand is not whether the legislature has the final say after using the notwithstanding clause, but whether courts still have a role to play in scrutinizing and publicly commenting on human rights issues resulting from its use.
"We're seeing a normalization of the notwithstanding clause being either invoked or governments threatening to invoke it," Froc said.
"So just because we have that process, perhaps it's time for the judges to re-think the use of the notwithstanding clause, and whether there should be any kind of guardrails or bulwarks against governments using the notwithstanding clause against vulnerable minorities, in particular."
Savannah Awde is a reporter with CBC New Brunswick. You can contact her with story ideas at [email protected].
The Allan Labor Government is boosting the number of women working in sport with new research showing women in leadership roles within Victorian sporting organisations has doubled since 2017.
Minister for Community Sport Ros Spence today announced the release of research by Deakin University into Victoria’s Balance the Board policy, with findings showing the policy has led to a significant increase in women on Victorian sporting boards.
The findings also showed that these organisations had improved board performance, culture and decision making.
Since 2019, Balance the Board has required a minimum of 40 per cent representation of women on boards at state sport and recreation organisations in order for them to be eligible for community sport funding.
In 2017, only 45 per cent of funded state sporting bodies had at least 40 per cent women directors, however since the policy came into effect at least 90 per cent of funded state sporting bodies have had at least 40 per cent women directors.
The research also found board processes improve when steps are taken to attract and retain women and that, women on boards improve the experience for other women directors.
Little Athletics Victoria achieved a gender balanced board through constitutional change and having more women in leadership roles. They now have five women on a board of eight members - these changes have contributed to a positive cultural change right across the organization.
The research also showed that 80 per cent of Victorian sporting organisations said the policy was important in driving women’s leadership on their boards.
For more information on Balance the Board and the new research visit changeourgame.vic.gov.au External Link .
Quotes attributable to Minister for Community Sport Ros Spence
“ This new research shows the many benefits that come from gender balance in the leadership of sporting organisations.”
”We are focused on breaking down barriers for women and girls in sport, ensuring that everyone in Victoria has the opportunity to take part in the sports they love.”
Quote attributable to Minister for Women Natalie Hutchins
”Creating a truly equal society requires change at every level, from grassroots right to the top of organisations. I’m excited to see the results of these research which show that having balance on boards improves decision making and outcomes.”
Quote attributable to Director of the Office for Women in Sport and Recreation Sarah Styles
“Women bring a wealth of skills and experience to sporting boards, which in turn elevates the important role these organisations have in the goverance and decision making of sport and active recreation in Victoria.
Quote attributable to Deakin University’s Professor Pamm Phillips
“When more women were part of boards, our research found women directors brought a focus to crucial skills including governance, strategic planning, risk management and sport knowledge to their positions. Thus, board processes became more professionalised in response to increasing more women on boards.
Quote attributable to CEO of Little Athletics Victoria Anthony McIntosh
“Some positive impacts from having a gender balanced board include contributing to a positive shift in culture, and having more women in leadership roles across all levels of our sport.”
Reviewed 20 June 2024
Account Subscription: ACTIVE
Questions about your account? Our customer service team can be reached at [email protected] during business hours at (207) 791-6000 .
You are able to gift 5 more articles this month.
Anyone can access the link you share with no account required. Learn more .
With a Press Herald subscription, you can gift 5 articles each month.
It looks like you do not have any active subscriptions. To get one, go to the subscriptions page .
I write to you all this week from my mother’s bedside. She’s in hospice care. These are our last few days together.
Midcoast resident Heather D. Martin wants to know what’s on your mind; email her at [email protected].
I know. That’s a lot. I’m sorry I sprung that on you.
As you might imagine, though, this is what I am thinking about right now, so this is the conversation.
Well, sort of.
I am actually not quite ready to unpack the full reality of this moment. What I do want to talk about is my mom’s life and how it intersects with a certain national narrative about gender roles I’m watching play out.
My mom has had 90 full and rich years on this beautiful, blue planet of ours. She has been a lot of places, done a lot of things and met a lot of people. She attained an education she was told was not for her and spent most of her working life as an ordained clergy – a career that was not exactly welcoming to women when she chose it. She is a feminist. Advertisement
And yet, I know for certain that if you asked her, she would tell you that her children are her greatest joy and her greatest accomplishment. Which is nice.
However, to be clear, it isn’t that she “managed to raise her four daughters while also working full time.” It is that the active, daily practice of deliberately forging the life and work she wanted for herself was how she raised and mothered us.
Career and home were not parallel or competing realities. They were two parts of a whole.
We kids were, in effect, apprentices to a master in the art of crafting a deliberate life. Regardless of who someone else tells you to be.
Now, the first thing my mom would want me to say is this: If there is a woman out there who has decided to not work outside the home and instead focus all of her energies on her home and her kids? Great. Go for it.
And if there is a woman out there who has decided to pursue her education or her career while also being a part of raising a family? Great. Go for it. Advertisement
And if there is a woman who does not want to have a family, or is crafting a life that looks different from what the people around her expected? That’s A-OK, too.
She would also want me to clarify: That goes for all people, regardless of gender expression.
Happy, fulfilled people who have agency over their lives and are in a position to decide for themselves who and how they want to be – that’s the goal. The details of what that looks like? That will depend on the person.
Families, like people, come in all shapes, colors and sizes and it is beyond pointless for anyone else to try to determine who they should be or how their family should run.
A minister for over 40 years, my mom’s regular coffee meet-up included the local priest, the rabbi and a few other ministers – and she hung with the atheists, too.
She was clear that what mattered to her was not what you said you believed, but how you actually behaved. Kindness was what she looked for. Advertisement
She was very good at her job. She cared for her community.
She was very good at being my mom. I am going to miss her.
I am going to do my best to live up to her expectations.
Instead of spewing anger about the unfortunate things that have been said about gender roles and where I belong, I’m going to try and offer up some kindness instead.
I’m going to see if we can’t have a more enlightened kind of conversation about who we are going to be going forward, so that everyone has the opportunity to be the fullest and most beautiful version of who they are called to be.
That is how my mom raised me.
Comments are not available on this story.
Send questions/comments to the editors.
« Previous
Portland Superintendent’s Notebook: Finishing the school year with awards and distinction
Next »
Through My Lens: New Portland-Lewiston bus service a big relief for immigrants
Please enter your username and password below. Already a subscriber but don't have one? Click here .
Not a subscriber? Click here to see your options
Home — Essay Samples — Literature — Of Mice and Men — The Role of Society in John Steinbeck’s Novels
About this sample
Words: 622 |
Published: Jun 13, 2024
Words: 622 | Page: 1 | 4 min read
The socioeconomic divide, gender roles and expectations, the impact of migration and displacement.
Let us write you an essay from scratch
Get high-quality help
Prof Ernest (PhD)
Verified writer
+ 120 experts online
By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email
No need to pay just yet!
2 pages / 924 words
1 pages / 615 words
1 pages / 396 words
4 pages / 1725 words
Remember! This is just a sample.
You can get your custom paper by one of our expert writers.
121 writers online
Browse our vast selection of original essay samples, each expertly formatted and styled
John Steinbeck’s novella, "Of Mice and Men," presents a panorama of disenfranchised individuals striving for their version of the American Dream during the Great Depression. Among these characters, Curley's wife stands out as a [...]
From the moment Curley's Wife is introduced in John Steinbeck's novella Of Mice and Men, she becomes a controversial and enigmatic character. Her marriage to Curley, the antagonistic ranch owner's son, raises questions about her [...]
John Steinbeck’s novel, Of Mice and Men, is set in the 1930s during the Great Depression in California. The setting of the novel plays a significant role in shaping the characters and their experiences. Steinbeck uses the [...]
“Of Mice and Men” explores the theme of isolation and its effects on the characters. Through the experiences of George, Lennie, and the other characters, Steinbeck highlights the profound impact of isolation on individuals, both [...]
Eudora Welty once said “Every story would be another story, and unrecognisable, if it took up its characters and plot happened somewhere else…fiction depends for its life on place”. This applies especially to John Steinbeck’s [...]
John Steinbeck incorporates disabilities within his stories with characters like Johnny Bear and Lennie Small from his works and “Johnny Bear” Of Mice and Men. Lennie from Of Mice and Men is a mentally handicapped giant of a man [...]
By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.
Where do you want us to send this sample?
By clicking “Continue”, you agree to our terms of service and privacy policy.
Be careful. This essay is not unique
This essay was donated by a student and is likely to have been used and submitted before
Download this Sample
Free samples may contain mistakes and not unique parts
Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.
Please check your inbox.
We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!
We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .
Will benedict and eloise’s love interests be gender-swapped in ‘bridgerton’.
Bridgerton. (L to R) Claudia Jessie as Eloise Bridgerton, Luke Thompson as Benedict Bridgerton in ... [+] episode 308 of Bridgerton.
Bridgerton ’s Season 3 finale revealed a surprise twist when Francesca’s future husband in the books, Michael Stirling, was gender-swapped to Michaela Stirling . With Francesca now slated to have a central queer love story in a future season, could Eloise and Benedict share a similar experience?
The major twist occurred in the final episode of Season 3, “Into The Light,” when John Stirling introduced Francesca to his cousin Michaela Stirling at the Dankworth-Finch ball. When Francesca sees Michaela, she’s speechless and stumbles upon her words. “I caution you. Every sordid detail John has spoken about me is a lie,” Michaela teases. “The truth is far worse.”
Michaela’s potential romance with Francesca would mark the first time a queer love story will be the main focus since the show’s debut in 2020. This significant change from the books aligns with earlier remarks from showrunner Jess Brownell, who expressed to Pride in April that she wanted to introduce more LGBTQ+ storylines into Netflix’s regal drama.
Brownell, who recently took over as showrunner for Season 3, opened up about Eloise and Benedict’s sexuality, including whether she plans to gender-swap their partners.
Best high-yield savings accounts of 2024, best 5% interest savings accounts of 2024.
Bridgerton. Luke Thompson as Benedict Bridgerton in episode 307 of Bridgerton.
In regards to Benedict’s sexuality, the show’s writers “talk about him as being pansexual [and] the idea that for him, gender is not that important when he is finding attraction,” Brownell revealed to TVLine .
Benedict found himself in a throuple this season with the widowed Lady Tilley Arnold and her friend Paul Suarez. In book three, "An Offer From A Gentleman,” author Julia Quinn does not refer to Benedict being queer. Ultimately, he falls for Sophie Beckett — the daughter of an Earl who eventually becomes her mother’s maid — in a Cinderella-like fairytale romance.
In the TV series, Brownell explains that Benedict is “someone who is interested in energy and spirit, and he’s not interested in convention or labels. He sees a person as a person.” She continued, “And while his throuple chapter with Tilly and Paul seems to have come to a close at the end of the season, we’re certainly not done exploring that part of his personality. As all queer people know, your queerness is always a part of you, no matter who you end up with.”
Sophie has yet to make her way on screen in the Netflix series. Brownell told The Wrap that Sophie’s introduction “is definitely still in the cards, but we are going to continue to explore his fluidity.”
In the Season 3 finale, Tilley proposes a monogamous relationship with Benedict, which he rejects. “This is not the end of that storyline,” Brownell teased. “As any fluid person knows, fluidity is a part of your identity, whether or not you end up with a man, a woman or a nonbinary person.”
Bridgerton. (L to R) Luke Thompson as Benedict Bridgerton, Hannah New as Lady Tilley Arnold in ... [+] episode 307 of Bridgerton.
Brownell mentioned that a significant hint about Benedict’s future in Season 4 could be found in his conversation with Lady Tilly. “I think that he is someone who has never been able to commit. Not only to a person, but to a path or a passion or even a hobby,” she told TVLine . “He’s a renaissance man and that comes with it, the ability to do lots of different things.”
There’s a high chance that Benedict will be the focus of Season 4 of the successful Netflix series. “At the end of Season 3, Eloise says to Benedict that she’s going to be home in a few months for Violet’s masquerade ball, so there will be a masquerade ball coming up shortly,” Brownell confirmed to The Wrap . “I’ll just leave it there.”
Bridgerton. (L to R) Claudia Jessie as Eloise Bridgerton, Luke Thompson as Benedict Bridgerton in ... [+] episode 301 of Bridgerton.
Eloise Bridgerton’s story unfolds in book five of Julia Quinn’s series, “To Sir Phillip, With Love.” When Brownell was asked about Eloise’s sexuality, the showrunner responded that she “understands” why people read her as “queer.”
“We’ve talked about Eloise in the room a lot about the fact that to a lot of people, she does read as queer, and I totally understand why,” Brownell told TVLine . “But we felt it’s really important to hold space in this show where everyone is obsessed with romance for there to be a character — specifically a female character — for whom that is not the priority.”
Brownell added that the intent “is not that Eloise just needs to meet someone of the right gender but that, in fact, she is genuinely more interested in cerebral pursuits at this moment.”
She continued that, for now, Eloise “is on a path of finding her place in a society that doesn’t make a lot of room for women who care more about ideas than they do love.”
All episodes of Bridgerton Season 3 are streaming on Netflix. Watch the trailer for Season 3, Part 2, below.
One Community. Many Voices. Create a free account to share your thoughts.
Our community is about connecting people through open and thoughtful conversations. We want our readers to share their views and exchange ideas and facts in a safe space.
In order to do so, please follow the posting rules in our site's Terms of Service. We've summarized some of those key rules below. Simply put, keep it civil.
Your post will be rejected if we notice that it seems to contain:
User accounts will be blocked if we notice or believe that users are engaged in:
So, how can you be a power user?
Thanks for reading our community guidelines. Please read the full list of posting rules found in our site's Terms of Service.
Baduza’s character will put a queer spin on the Bridgerton storyline.
Every item on this page was chosen by an ELLE editor. We may earn commission on some of the items you choose to buy.
Spoilers ahead for Bridgerton season 3.
In the book, the sixth in the official Bridgerton series (seventh if you include the prequel Queen Charlotte ), John dies suddenly of an aneurysm. Eventually, his cousin, Michael, and his widow, Francesca, end up falling in love and getting married. As multiple fans have suggested after watching the Bridgerton season 3 finale, Michaela’s entrance seems all but guaranteed to put a queer spin on the storyline.
As Bridgerton showrunner Jess Brownell told Deadline , she’s envisioned “the Francesca queer story from the beginning,” adding, “When I read her book, I, as a queer woman, really related to her book. Maybe in a way Julia Quinn didn’t intend, but a lot of Francesca’s book is about feeling different from her family and from the world around her and not really knowing why. In the book, I think it’s mostly just about being introverted. But I think for a lot of queer people, not every queer person, but a lot of queer people, that sense of feeling different from the time you’re young, is part of our stories. So it felt like a natural one to gender bend.”
So, who’s the face and name behind Bridgerton ’s Michaela Stirling? Ahead, a few things to know about Baduza.
Curious what comes next in the Bridgerton story? Here’s a handy guide for diving deeper into Julia Quinn’s Regency-era world.
The actress talks taking over the role for season 3, her character’s search for a husband, and “getting thrown into the deep end” on set.
We’ll never hear “Give Me Everything” the same way again.
The actress was raised outside of Cape Town, in South Africa’s East London. According to an interview with The Independent , Baduza was born “shortly after Apartheid ended” in the ’90s, though Apartheid-influenced laws and attitudes remained commonplace as she attended school. Baduza told the outlet, “We had a rule book of things we could and couldn’t do to our hair—including one that said Black girls couldn’t wear their natural afros because it was unprofessional and it looked unkempt.” She continued, “Having that as your mindset as a young Black girl is just...traumatizing. It’s kind of like who you are naturally is not good enough.”
Baduza graduated from the New York Film Academy Los Angeles in 2016. Her film debut arrived in 2019, when she was cast in the Bollywood-style project Bhai’s Cafe .
Her career sped up after she was cast in Noughts + Crosses from 2020 to 2022. Baduza played the leading lady, Sephy, in the BBC drama series, an adaptation of the 2001 book series of the same title by Malorie Blackman. The story imagines if Africa had colonized Europe, flipping the historical narrative. As Baduza described it to British Vogue, “The point of the story is to turn white supremacy on its head and use African culture to explain what it’s like to live in a world where the culture is predominantly white.”
Of her time working on Noughts + Crosses , she told British Vogue that “stepping into this world where everything was so proudly African and being able to celebrate the culture every day was a lot of fun.”
Among other roles, she clinched a job in the 2022 film The Woman King , in which she played Fumbe alongside star Viola Davis.
Her most recent role is Michaela Stirling in Bridgerton .
At several points throughout her career, Baduza has spoken out about her interest in stories that “comment on society and on injustices,” as she told the Royal Television Society . In conversation with PopSugar in 2022, she added that, “Since I was in college in America, I was made aware of the Black Lives Matter movement. I’ve really been about it for a number of years now, which is why I’ve felt compelled to Noughts + Crosses . For me, it represents Black empowerment in a lot of ways.”
Earlier, in March 2020, Baduza had told British Vogue :
“Growing up in post-Apartheid South Africa, it was easy to relate to the power dynamics. My parents were oppressed on their land. However, I acknowledge I was born with middle-class privilege; you have to understand your position and do what you can to empower those less privileged than you...Going to America after high school was the beginning of my activism for equality because I became very conscious that I was Black and African. Coming from a country where Black people are the majority to the minority in L.A…It was so jarring to be othered to that extreme. I’d always thought, ‘After high school I’m going to go to the USA and I’m gonna love it!’ But I was so homesick. I had to go back to Cape Town. Being at home feeds my soul.”
Brownell made it clear in an interview with Glamour that she plans to bring Baduza back as Michaela Stirling, and to give Francesca and Michaela a “happily ever after, as we have with every other couple.”
Brownell told the outlet that Baduza made an immediate impression on both her and on Dodd, who plays Francesca, when the actress met Dodd during their first chemistry read. “After Masali left, [Dodd] said, ‘Well, that’s her,’” Brownell said, adding that Baduza “is an incredible actress, and she and I have had a lot of talks about the weight and importance of her role. She’s really stepped into it with wonderful energy. I can’t wait for people to get to know her more. I’m just sad that people are only getting to meet her for those 10 seconds at the end of season 3 because she’s incredible.”
All About Hilary Duff's Husband
All About Daniel Radcliffe’s Longtime Girlfriend
Selena Gomez and Benny Blanco’s Timeline
Meghan’s American Riviera Orchard Line Details
A Timeline of Barry Keoghan and Sabrina Carpenter
Kate and William Release Sweet Father's Day Photo
Andrew Garfield’s Rumored Romance, Dr. Kate Tomas
Hailey Bieber Caresses Baby Bump in Gray Crop Top
Who Is Henry Cavill’s Girlfriend, Natalie Viscuso?
A$AP Rocky and Sons Star in Bottega Veneta Ad
Taylor Swift Tears Up at Final Liverpool Show
COMMENTS
Gender roles are based on the different expecta-. tions that individuals, groups, and societies have of. individuals based on their sex and based on each. society's values and beli efs about ...
Among the social determinants that affect the health and well-being of young people throughout the world, gender is a pivotal influence, with both subtle and overt, immediate as well as longer term influences on adolescent development, resources and opportunities, and ultimately, adolescent and adult health. Most societies are profoundly gendered; these gender roles and expectations affect ...
1. Introduction. Gender is a widely accepted social determinant of health [1, 2], as evidenced by the inclusion of Gender Equality as a standalone goal in the United Nations Sustainable Development Goals [].In light of this, momentum is building around the need to invest in gender-transformative programs and initiatives designed to challenge harmful power and gender imbalances, in line with ...
Gender stereotyping is considered to be a significant issue obstructing the career progressions of women in management. The continuation of minimal representation and participation of women in top-level management positions (Elacqua, Beehr, Hansen, & Webster, 2009; World Economic Forum, 2017) forms the basis of this research.After critically reviewing the existing literature, it was noticed ...
Our paper offers a scoping review of a large portion of the research that has been published over the last 22 years, on gender equality and related issues, with a specific focus on business and economics studies. Combining innovative methods drawn from both network analysis and text mining, we provide a synthesis of 15,465 scientific articles.
We examine the trends in research on gender development published in Sex Roles since 1975 and use this as a vehicle for exploring how the field has grown and evolved, and to highlight gaps in knowledge and research. We first provide a brief review of the history of this field of research since the journal's inception.
The study of gender has become a major focus of research in psychology and in social psychology in particular. Among early contributors to this study, Eagly (1987) formulated social role theory to explain the behavior of women and men as well as the stereotypes, attitudes, and ideologies that are relevant to sex and gender. Enhanced by several extensions over the intervening years, this theory ...
Abstract. Gender is an ever-changing and evolving social construct. The roles associated with gender are often defined by society's expectations, attitudes, and portrayals. These affect personal ...
The research combines two existing research data sets in order to explore implicit notions of gender associated with the generation and evaluation of research Impact beyond academia.
This gender stereotype change has created various outcomes in various areas. This SLR studied the outcomes of gender stereotype change in the literature during the 1970-2020 period. The literature search was conducted using the Scopus and EBSCOhost databases. Empirical studies were mainly focused on selecting the articles.
Across four studies (N = 1544), we examined the relationship between individuals' gender role mindsets, or beliefs about the malleability versus fixedness of traditional gender roles, and work-family conflict.We found that undergraduate women (but not men) business students holding a fixed, compared to growth, gender role mindset anticipated more work-family conflict.
Abstract. This qualitative study explored female leaders' experiences with gender norms, implicit. bias and microaggressions that they have experienced over the course of their careers. Research questions explored what gender norms exist, how they show up behaviorally in.
Gender is not accurately captured by the traditional male and female dichotomy of sex. Instead, it is a complex social system that structures the life experience of all human beings. This paper, the first in a Series of five papers, investigates the relationships between gender inequality, restrictive gender norms, and health and wellbeing. Building upon past work, we offer a consolidated ...
children 's perceptions of gender, one activity asked the. children to draw pictures of various job roles of positions. of authority. When considering the ndings sho wing. representations of ...
How gender role attitudes develop during adolescence, and how biological, social, and cognitive factors predict this development, remains a matter of debate. This study examines the development of gender role attitudes from early adolescence to emerging adulthood and investigates how the developmental trajectory is affected by sex, socioeconomic status, and cognitive abilities (intelligence ...
Next to familial influences, gender role socialization (Bem, 1983; Bussey & Bandura, 1999; Heyder & Kessels, 2013) occurs within the school context because schools are not only places for teaching knowledge but also for learning socially accepted norms and values (Hurrelmann & Quenzel, 2016).During puberty, adolescents detach themselves from their parents, and peers (e.g., friends and ...
Gender equality is a major problem that places women at a disadvantage thereby stymieing economic growth and societal advancement. In the last two decades, extensive research has been conducted on gender related issues, studying both their antecedents and consequences. However, existing literature reviews fail to provide a comprehensive and clear picture of what has been studied so far, which ...
Introduction. Over the last half-century, Western Europe have taken considerable steps towards achieving greater equity between men and women, and public attitudes towards gender roles have become increasingly egalitarian (Davis and Greenstein Citation 2009; Bolzendahl and Myers Citation 2004).During the same period, these countries have also become major destinations for immigration ...
There is extensive evidence of gender inequality in research leading to insufficient representation of women in leadership positions. Numbers revealing a gender gap in research are periodically reported by national and international institutions but data on perceptions of gender equality within the research community are scarce. In the present study, a questionnaire based on the British Athena ...
Gender Roles and Society. Gender roles are based on the different expecta- tions that individuals, groups, and societies have of individuals based on their sex and based on each society's values and beliefs about gender. Gender roles are the product of the interactions between individuals and their environments, and they give individuals cues ...
A gender role, also known as a sex role, is a social role encompassing a range of behaviors and attitudes that are generally considered acceptable, appropriate, or desirable for a person based on that person's sex. Genders roles are culturally specific, and while most cultures distinguish only two (boy/man and girl/woman), others recognize more.
The Global Gender Gap Index 2024 benchmarks the current state and evolution of gender parity across four key dimensions (Economic Participation and Opportunity, Educational Attainment, Health and Survival, and Political Empowerment). It is the longest-standing index tracking the progress of numerous countries' efforts towards closing these gaps over time since its inception.
PDF | Gender stereotypes are ubiquitous and often have negative consequences. However, they are common in children's media, toys, and stories. Awareness... | Find, read and cite all the research ...
New Brunswick has applied to make arguments in a case legal experts say will determine whether courts can voice concerns about human rights consequences of using the notwithstanding clause.
Quotes attributable to Minister for Community Sport Ros Spence " This new research shows the many benefits that come from gender balance in the leadership of sporting organisations." "We are focused on breaking down barriers for women and girls in sport, ensuring that everyone in Victoria has the opportunity to take part in the sports they love."
Methods. We used British Household Panel Survey data from 20- to 64-year-olds in heterosexual couple households in 1991 (N = 5,302) and 2007 (N = 6,621).We examined: levels of traditional GRAs according to gender, age, date, household and employment roles; associations which GRAs and roles had with psychological distress (measured via the GHQ-12); whether psychological distress increased when ...
You are able to gift 5 more articles this month. Anyone can access the link you share with no account required. Learn more. I write to you all this week from my mother's bedside. She's in ...
John Steinbeck's novels provide a profound commentary on the society of his time, highlighting the flaws and injustices that existed within the social and economic systems. Through his portrayal of the socioeconomic divide, gender roles, and the impact of migration and displacement, Steinbeck makes a powerful comment about the society of his time.
Bridgerton's Season 3 finale revealed a surprise twist when Francesca's future husband in the books, Michael Stirling, was gender-swapped to Michaela Stirling. With Francesca now slated to ...
The world of Bridgerton has unlocked a new character: The season 3 finale introduces Masali Baduza as Michaela Stirling. Here's what we know about the actress.