Matching Items (18)
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- All Subjects: Gender
- Creators: School of International Letters and Cultures
- Status: Published
How gender typicality moderates the relation between preadolescents' empathy and acceptance by peers
Description
Previous research has shown that highly empathic children are generally more emotionally positive, sociable, and altruistic compared to their less empathic peers (Miller & Jansen op de Haar, 1997). These traits and behaviors linked with empathy have been associated with positive outcomes such as popularity in the peer group (Decovic & Gerris, 1994). However, a negative relation between these constructs has been found when studied in the context of preadolescence for boys (Oberle, Schonert-Reichl, & Thomson, 2010), suggesting a potential moderating effect of gender typicality since empathy is classified as a communal and therefore stereotypically feminine trait. The current study examines the relation between the constructs of gender, empathy, gender typicality, and peer acceptance in a preadolescent sample, and mixed findings suggest differential effects of empathy on peer acceptance for preadolescent boys and girls. Future research should continue examining these differential effects for boys and girls throughout childhood and adolescence.
ContributorsPetersen, Shawna Michelle (Author) / Fabes, Richard A. (Thesis advisor) / Martin, Carol L (Committee member) / Miller, Cindy F (Committee member) / Arizona State University (Publisher)
Created2015
Description
This thesis explores the framing of gender equity within International Development organizations and the design of projects to promote it. Using case studies of projects financed by United States Agency for International Development (a major donor agency), and Inter Pares (a Canadian NGO) as evidence, the thesis identifies what works and what does not work in different contexts within these projects.
ContributorsPetersen, Melia Bea (Author) / Aggarwal, Rimjhim (Thesis director) / Manuel-Navarette, David (Committee member) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
The Gender Quota of Costa Rica: An impactful method to address women’s issues through representation
Description
The implementation of gender quotas in the Costa Rican legislature presents an interesting case study that with the use of national legislative gender quotas, women’s issues are more positively addressed within the country. This analysis argues that with the higher presence of women legislators in the Legislative Assembly made possible by the quota these women. in turn, have created more gender-focused policies. Thusly, higher amounts of female-focused policy will positively impact women’s issue areas within Costa Rican society. This argument will be supported by other scholar’s research on the subject of the gender quota and female equality in Costa Rica. I will also be presenting my own research that will investigate the data taken from the Costa Rican health ministry, UNICEF, and other organizations to comparatively evaluate the improvement of problems that women face coinciding with the higher female presence in the legislature.
ContributorsBlythe, Alexandra (Author) / Shair-Rosenfield, Sarah (Thesis director) / Funk, Kendall (Committee member) / School of Politics and Global Studies (Contributor, Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Fairy tale retellings have permeated literature, film, and media ever since the original stories emerged. New adaptations are constantly being released, and therefore new research must constantly be published. In this study, I analyze "Aschenputtel" by the Brothers Grimm, as well as various retellings of "Cinderella," including Andy Tennant's Ever After (1998), Mark Rosman's A Cinderella Story (2004), and Marissa Meyer's Cinder (2012). This selection includes a live-action historical film, a live-action contemporary film, and a science fiction novel, all with an intended audience of young adults. While the Brothers Grimm story and Ever After have already been analyzed in the context of gender representation (Zipes, Bottigheimer, Williams), prior academic research fails to adequately address the gender issues in A Cinderella Story and Cinder. Because Ever After, A Cinderella Story, and Cinder are more contemporary than the Grimms' "Aschenputtel," they are often thought to be more progressive (Gruner, Vera, Travers). However, I propose that they still have problematic implications, despite their publication in contemporary society. Jack Zipes, an acclaimed fairy tale scholar, argues that, "For the most part, the transformations [of contemporary Cinderella retellings] tend to be modern remakes with a faux feminist touch" ("The Triumph" 361). Similar to Zipes, I argue that, although the texts initially appear progressive and "feminist," they ultimately support problematic ideals related to gender. All three contemporary texts seem to ally themselves with an ethos of female empowerment through their protagonists' rejection of traditional femininity, but the inclusion of gender policing and the characters' eventual acceptance of hyperfemininity undermine this characterization, as does the ultimate heteronormative "happily ever after." Additionally, the use of competition (between Cinderella and her stepfamily, as well as new female characters) pits women against each other, often because of a man, which generally prevents the development of female camaraderie, other than with the fairy godmother. Further, rather than allying herself with female power (i.e. the mother), the protagonists in both Ever After and A Cinderella Story are defined by their relationship with the father, which minimizes their agency as it suggests a transfer of ownership from the father to the husband/prince. This framing of the protagonist by the father and prince (specifically as she works to "perfect" the prince) seems to relegate the female characters to a supplementary role, simply acting as a tool for the male characters' development.
ContributorsBrown, Nichol R. (Author) / Barca, Lisa (Thesis director) / Alcantara, Christiane Fontinha de (Committee member) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Globalization has necessitated cross-cultural communication among groups and individuals alike, often beginning with management. This project considers how the degree of Power Distance, one of Hofstede's cultural dimensions, may change over time as a result of exposure to different, and often opposing, cultural values. We conducted two surveys 12 weeks apart collecting an initial sample of 317 and retaining a secondary sample of 142. We gathered data on demographics, education, on-campus involvement, cultural dimensions, and levels of comfort with different cultures. Through data analysis we found that as a result of exposure to different cultural values, cultural groups adjust their own views on Power Distance. Specifically, we found that the Anglo cultural group and the international cultural subgroup that had been living in the U.S. for less than 10 years trended towards each other on levels of Power Distance. We also found that international female students adjusted to new cultural surroundings faster than their male counterparts. These discoveries have led us to conclusions regarding the influence of awareness of other cultural values through international exposure, specifically that of Power Distance, as well as male versus female differences in cultural adjustment, and how differing views might trend towards each other with recurrent interaction.
ContributorsNiren, Alyssa (Co-author) / Davidson, Rachel (Co-author) / Lee, Peggy (Thesis director) / Zhang, Zhen (Committee member) / Department of Supply Chain Management (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Department of Information Systems (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
The goal of this study was to explore the multidimensionality of gender typicality and its relation to preadolescents’ psychological adjustment. With a sample of 378 6th grade students (52% male; M age = 11.44, SD = .56; 48% White), I examined how four specific dimensions of gender typicality (behavior, appearance, activities, and peer preference) predict children’s global sense of typicality; whether children’s global sense of gender typicality, behavior, appearance, activities, and peer preference are differentially predictive of self-esteem, social preference, and relationship efficacy; and whether examining typicality of the other gender is important to add to own-gender typicality. Regression analyses indicated that all four specific typicality dimensions contributed to preadolescents’ overall sense of own- and other-gender typicality (except appearance for own-gender typicality). Generally, all domains of gender typicality were related to the four adjustment outcomes. Own-gender typicality related more strongly to self-esteem, social preference, and own-gender relationship efficacy than did other-gender typicality; other-gender typicality was more strongly related to other-gender relationship efficacy. Relations between typicality and adjustment were stronger for gender-based relationship efficacy than for self-esteem or social preference. Although some differences existed, relations between typicality and adjustment were generally similar across typicality domains. Results implicate the need to measure other-gender typicality in addition to own-gender typicality. Additional contributions and suggestions for future research are discussed.
ContributorsCook, Rachel (Author) / Martin, Carol L (Thesis advisor) / Updegraff, Kimberly A (Committee member) / Miller, Cindy F (Committee member) / Arizona State University (Publisher)
Created2015
Description
Increasing elementary school attainment globally remains a key focus for improving internationally child development (UNESCO, 2010), and for girls in particular (UNICEF, 2015). This dissertation was designed to test and explore specific areas to target to improve educational attainment for rural indigenous communities using a mixed-methods approach (i.e., quantitative survey of 264 mothers and qualitative interviews with 37 of those mothers 3.5 years later) with a Mayan community in Camanchaj, Guatemala. The first study was designed to examine the educational trajectories available to children in this community (e.g., dropping out, graduating 6th grade) by age, grade, and gender, and identified risks and vulnerabilities for educational attainment. The second study was a logistic regression to examine maternal factors that predict the likelihood of a child graduating from elementary school or dropping out in this community, above and beyond covariates of poverty and health and found that maternal education predicted educational attainment for both boys as girls as well as maternal beliefs about the importance of school for getting a job, which was particularly strong predictor for boys. The third study probed findings from Studies 1 and 2 using Experiential Thematic Analyses and Frequency Analyses to examine processes and cognitions involved in a child’s graduating elementary school, dropping out, and community beliefs and attitudes regarding education and gender equality. Findings highlight the need for interventions that are contextually and culturally appropriate and that consider complex and interacting factors of poverty, health, and gender inequality as well as maternal and community-level attitudes and beliefs to promote elementary school attainment globally.
ContributorsEngland, Dawn Elizabeth (Author) / Martin, Carol L (Thesis advisor) / Cooper, Carey E (Committee member) / Bradley, Robert H (Committee member) / Miller, Cindy F (Committee member) / Arizona State University (Publisher)
Created2016
Description
Segregation into own-gender peer groups, a common developmental pattern, has many potentially negative short- and long-term consequences. Understanding the social cognitive processes underlying intergroup processes may lead to a better understanding of, and a chance to improve, intergroup relations between boys and girls; however, until recently gender-typed cognitions have not received a lot of attention. Therefore, in two complementary studies, this dissertation examines developmental patterns and predictors of a particular type of social cognition, gender-based relationship efficacy (GBRE). The first study examines mean-level and interindividual stability patterns of GBRE longitudinally in two developmental periods: childhood and pre-adolescence. Specifically, the first study examined children’s and pre-adolescents’ GBRE toward own- (GBRE-Own) and other-gender (GBRE-Other) peers over a one-year period. Using a four factor repeated measures analysis of variance, the results indicated that GBRE-Own is significantly higher than GBRE-Other across both cohorts. GBRE-Other, however, increased from childhood to pre-adolescence. Stability and cross-lag effects were examined using a multi-group panel analysis and revealed that GBRE-Own and GBRE-Other were stable. Additionally, high levels of GBRE-Own led to lower levels of GBRE-Other one year later, but high levels of GBRE-Other led to higher levels of GBRE-Own. Implications for understanding segregation processes and suggestions for future research are discussed.
The second study examined potential affective/cognitive, behavioral, and contextual predictors of GBRE-Other in pre-adolescence. Several hypotheses were tested using panel models and regression analyses, but there was limited support. Results indicated that GBRE-Other predicted more positive attitudes toward other-gender peers and higher preferences for other-gender peer interaction and that, for boys, anxious attitudes toward other-gender peers negatively predicted GBRE-Other and, for girls, parental attitudes toward their children’s other-gender friendships negatively predicted GBRE-Other. The lack of significant findings in the second study should be interpreted cautiously. In general, GBRE is an important construct and more research is needed to fully understand the developmental progression and implications.
The second study examined potential affective/cognitive, behavioral, and contextual predictors of GBRE-Other in pre-adolescence. Several hypotheses were tested using panel models and regression analyses, but there was limited support. Results indicated that GBRE-Other predicted more positive attitudes toward other-gender peers and higher preferences for other-gender peer interaction and that, for boys, anxious attitudes toward other-gender peers negatively predicted GBRE-Other and, for girls, parental attitudes toward their children’s other-gender friendships negatively predicted GBRE-Other. The lack of significant findings in the second study should be interpreted cautiously. In general, GBRE is an important construct and more research is needed to fully understand the developmental progression and implications.
ContributorsField, Ryan David (Author) / Martin, Carol L (Thesis advisor) / DeLay, Dawn (Committee member) / Miller, Cindy F (Committee member) / Updegraff, Kimberly A (Committee member) / Arizona State University (Publisher)
Created2017
Description
The Science of Water Art project is a collaborative work that brings together professionals, community members, college students and children to think about the role that water plays in each of our lives. Using a sample of 4th grade classrooms in Maricopa County, over 3000 drawings of children's perception of water today and in the future were collected. The 9-11 year olds were asked to draw pictures of 1) how they saw water being used in their neighborhood today (T1), and 2) how they imagined water would be used in their neighborhood 100 years from now (T2). The artwork was collected and coded for nine different themes, including: vegetation, scarcity, pollution, commercial sources of water, existing technology, technology innovation, recreational use, domestic use, and natural sources of water. Statistically significant differences were found between boys and girls for vegetation, technology and domestic use themes. This project allows for a look into how climate change and water insecurity is viewed by younger generations and gives a voice to children so that they may share their outlooks on this vital resource.
ContributorsVins, Holly Elizabeth (Author) / Wutich, Amber (Thesis director) / Newland, Judy (Committee member) / Beresford, Melissa (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Social Transformation (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2013-05
Description
This longitudinal study examines the relations of anger, gender, and intrusive maternal parenting to empathy in toddlers. Participants (247 toddlers at the initial assessment) were assessed in a laboratory at approximately 18 (T1, N = 247), 30 (T2, N = 216), and 42 (T3, N = 192) months of age. Toddlers' observed anger was measured during a toy removal task and maternal intrusiveness was observed during free play between mother and toddler. Reported empathy was measured using questionnaires completed by mothers and fathers. At 18 months, a positive relation between observed anger and reported empathy was found for boys, but not for girls. At 30 months, maternal intrusiveness positively predicted empathy in boys, but it negatively predicted empathy in girls. These findings provide insight about sex differences in the development of empathy and concern for others in early childhood.
ContributorsTravis, Katherine Elizabeth (Author) / Eisenberg, Nancy (Thesis director) / Spinrad, Tracy (Committee member) / Eggum, Natalie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of Psychology (Contributor)
Created2013-05