Gender Stereotypes Research Articles

Tinjauan Literatur Tentang Dampak SDGs Terhadap Karier Manajerial Perempuan

Gender equality has become an essential part of the Sustainable Development Goals (SDGs), particularly Goal 5, which emphasizes the empowerment of women in managerial sectors. In Indonesia, although there has been an increase in women's workforce participation, gender disparities persist, especially in managerial positions. This study aims to explore the impact of SDG policies in enhancing women’s participation and career promotion in managerial positions in Indonesia. Using a literature review method, the study collects and analyzes various academic sources and policy reports related to women. The results show that SDG policies, particularly Goal 5 on gender equality, play an important role in increasing women's participation in managerial positions by fostering an inclusive work environment. Training programs and work flexibility help eliminate barriers, strengthen women’s roles in decision-making, and contribute to both company performance and economic growth. Despite progress in increasing women's participation, significant challenges remain, such as wage gaps, gender stereotypes, and structural barriers that prevent women from reaching leadership positions. This study highlights the need for more effective strategies and collaboration between the government and private sector to address these obstacles and strengthen women’s roles in the workforce, in line with SDG 5, which emphasizes gender equality and women’s empowerment across all sectors.

Adolescent Football Players' Attitudes in Cyprus Toward Gender Stereotypes, Masculinity, and Gender-Based Violence.

This study examined how toxic masculinity, gender-based violence, and sports engagement intersect among adolescent football players in Cyprus. Focus groups with 34 participants (average age 15.3 years, M = 28, F = 6) explored three key areas: (1) perceptions of gender stereotypes and traditional masculinity in sports; (2) attitudes toward gender-based violence and their behavioral impacts; and (3) how sports involvement influences traditional gender norms. Findings showed that male players held sexist views, saw men as protectors and women as vulnerable, and frequently encountered gender-based violence, though they struggled to define and address it. The study supports prior research linking sports to traditional masculinity and gender-based violence and suggests ways of engaging men and boys in ending gender-based violence.

“Only Boys Can be Autistic”: A Qualitative Exploration of Gender Stereotype and Socialization on the Diagnostic Journey

“Only Boys Can be Autistic”: A Qualitative Exploration of Gender Stereotype and Socialization on the Diagnostic Journey

Gender Stereotypes and Bias in Nursing: A Qualitative Study in Tanzania.

(1) The question addressed in this study is what kinds of stereotypes and biases of gender in nursing exist in Tanzania. This study aimed to investigate gender stereotypes and bias among healthcare providers and non-healthcare providers. (2) Methods: Qualitative descriptive design and data were collected from the Dar es Salaam region of Tanzania through a Focus Group Discussion approach. The qualitative content analysis was used to obtain themes the following themes. (3) Results: Three themes and eighteen subthemes emerged from this study. The first theme is role distribution based on nurse gender, its impact, and mitigating approaches for biased role distribution; the second theme is the different ways of addressing challenges in gender in nursing diversity; and the third theme is gender in nursing biases at the training institutions. (4) Conclusions: The bias and stereotypes about gender in nursing still exist in clinical areas and training institutions. Exercising professionalism in both settings remains a vital aspect of reducing bias. Moreover, role distribution should not be dominated by social roles of men and women in the community but rather should be based on competence and individual abilities.

Models and references that influence gender stereotypes in STEM

Models and references that influence gender stereotypes in STEM

The impact of advertising on women's self-perception: a systematic review.

This systematic review explores the multifaceted psychological impact of advertising on women's self-perception, examining traditional advertising, femvertising, and the emerging effects of digital transformation. By synthesizing evidence from 95 peer-reviewed studies, this review examines the relationship between media portrayals of women and key psychological outcomes, including body image, self-esteem, self-objectification, and gender role attitudes. Our analysis reveals that traditional advertising, which often features idealized and stereotypical portrayals of femininity, continues to be associated with negative psychological outcomes such as increased body dissatisfaction and self-objectification. These effects appear to be intensifying in digital contexts, where exposure is more frequent and pervasive. Femvertising-advertising that aims to challenge gender stereotypes and empower women-shows promise in promoting positive psychological outcomes, but its effectiveness is contingent on perceived authenticity and individual viewer characteristics. The digital transformation of advertising has created new dynamics in how women encounter and process advertising messages, with social media platforms enabling both new forms of feminist messaging and new risks of superficial appropriation. Our findings suggest that understanding advertising's impact requires consideration of platform-specific features, user characteristics, and content types. The review highlights the need for advertising practices that prioritize genuine representation and empowerment of women, while also addressing the unique challenges and opportunities presented by digital platforms. This work contributes to a deeper psychological understanding of advertising's impact on women's self-perception and calls for updated theoretical frameworks and practical approaches that can address both traditional and emerging forms of advertising exposure.

The media and ‘Mrs Petrov’: press representations of Australia’s most famous spy

ABSTRACT Evdokia Petrova is undoubtedly the most famous female spy in Australia’s Cold War history. She was thrust into the spotlight during the 1954 Petrov Affair, when she instantly captured the attention of a spellbound Australian press. This article examines the complicated portrayal of Evdokia Petrova and demonstrates that by linking Evdokia with ideas of nationhood, home and marriage, the Australian press ultimately conformed to the prevalent gender stereotypes in espionage narratives. Moreover, by portraying Evdokia in this way, the press was able to both shore up both gender and national identities while reducing the threat posed by Soviet espionage.

Female Leadership and Corporate Acquisitions in Chinese State-Owned Enterprises

Abstract Research on female leadership has documented that female-led firms tend to engage in lower risk-taking activities than male-led firms and attributed it to females' higher propensity for risk aversion. Nevertheless, this claim and its associated findings have been increasingly challenged. In this article, we address the unclear pattern of females' risk preference in leadership by contextualizing the effect of chair gender on corporate acquisitions in the context of state-owned enterprises (SOEs) in China. Drawing on expectancy violation theory, we propose that female chairs are more inclined to take risks when they operate in contexts that encourage female agency. We further explore self-affirmation mechanisms through two moderators: gender stereotype threats and self-efficacy. An analysis of chairs of 1,265 publicly listed SOEs in China from 2008 to 2020 supports predictions that female chairs are more likely than male chairs to engage in firm acquisitions. The effects are amplified under low levels of female executive representation and high levels of political appointments held by female chairs. The study shows that context determines how extensively gender affects risk-taking. It offers new insights into when and why female leaders exhibit higher levels of risk-taking in Chinese SOEs.

The influence of gender stereotypes on gender judgement and impression evaluation based on face and voice.

The present study examined the influence of gender stereotype information on cognitive judgments and impression evaluations of faces and voices. A 2 × 2 × 2 design was employed, with Perceptual Target (Face vs. Voice), Gender Stereotype Information (Consistent vs. Inconsistent) and Gender of Perceptual Targets (Male and Female) serving as within-subject factors. The results demonstrated that when gender stereotype information was consistent with the perceptual target's gender, response times for face gender judgments were shorter than for voice gender judgments. Nevertheless, the accuracy of gender judgments was higher for voices than faces. Furthermore, likability ratings for targets were significantly higher when gender stereotype information was consistent with the target than when it was inconsistent, for both face and voice judgments. These findings indicate that visual and auditory cues are processed differently in the context of gender judgments, thereby highlighting the distinct roles of facial and vocal information in gender perception. The current study contributes to understanding the complex interplay between gender stereotypes and multimodal social information processing.

Perception of Residency Program Diversity Is Associated With Vulnerability to Race and Gender Stereotype Threat Among Minority and Female Orthopaedic Trainees.

Stereotype threat (ST) is a psychological phenomenon in which perceived fear of confirming negative stereotypes about one's identity group leads to impaired performance. Gender and racial ST has been described in various academic settings. However, it is prevalence in orthopaedic surgery, where women and minorities are underrepresented, has not been examined. This study analyzes the prevalence of ST among orthopaedic surgery residents and fellows. US orthopaedic trainees completed a voluntary anonymous survey, which included demographics, perceived program diversity based on percentage of racial-ethnic and gender-diverse faculty and trainees, and a validated, modified version of the Stereotype Vulnerability Scale (SVS). Higher scores indicate greater ST vulnerability. ST prevalence was analyzed with descriptive statistics, and associations between program diversity, resident demographics, and ST vulnerability were compared using nonparametric tests. Of 1,127 orthopaedic trainees at 40 programs, 322 responded (response rate 28.6%). Twenty-five percent identified as female, and 26% identified as an underrepresented minority in medicine (i.e., Asian, Black, or Hispanic). Asian (12 points), Black (12.5 points), and Hispanic (13.5 points) trainees had significantly higher SVS scores than White trainees (9 points) (p = 0.0003; p < 0.0001; p = 0.0028, respectively). Black trainees at perceived racially nondiverse residencies had the highest mean SVS scores (16.4 ± 1.03 points), while White trainees at perceived racially nondiverse residencies had the lowest SVS scores (9.3 ± 0.3 points), p = 0.011. Women had significantly higher gender stereotype vulnerability than men (p < 0.0001) in both gender-diverse (17.9 ± 0.2 vs. 9.0 ± 0.3 points) and gender nondiverse residencies (16.4 ± 0.4 vs. 9.6 ± 0.2 points). Minority and female orthopaedic trainees had higher ST vulnerability, especially in programs perceived as lacking racial or gender diversity. While perceived program diversity may offer some protection for minority and women trainees, women trainees still met the threshold for high vulnerability regardless of program gender diversity. Future strategies to mitigate ST should be explored in orthopaedic training.

Exploring Female Character Costumes and Representation in Cartoon Network's Adventure Time

Costumes in animated TV series play a crucial role in visual storytelling, reflecting the characters' personalities and the narrative's setting. scholar emphasizes that costume design is a delicate balance between narrative and visual elements, using color, texture, and silhouette to enhance authenticity. In Adventure Time, the varied costumes of Princess Bubblegum and Marceline showcase their evolving personalities while challenging traditional female character stereotypes. This research explores how these designs communicate distinct identities and narratives, with the goal of advancing costume design practices and character recognition in animation. Adventure Time stands out because its secondary female leads possess an extensive wardrobe of costume designs, a rarity in animated television. This study employs a qualitative approach to investigate the diverse costume designs in Adventure Time as visual communicators. By focusing on Princess Bubblegum and Marceline, it analyzes their different outfits to uncover the connection between costume design and narrative. The research includes episode analysis, such as Go with Me and What Was Missing, and the review of online stills and information from books, internet sources, and videos. A comparative analysis of these characters' costumes against stereotypical designs and gender representations will illuminate the influence of gender roles on costume design. This method will reveal how colors, shapes, and details contribute to storytelling. In animation, costume design conveys character personality, credibility, and the story's context. While traditional, consistent costumes help with character recognition, Adventure Time demonstrates that varied costumes can make characters memorable. This research examines the impact of these diverse costumes on storytelling, focusing on design elements and gender representation for characters like Princess Bubblegum and Marceline.

Re-imaging empowered princesshood against the rise of the fourth-wave feminism: A thematic study of Disney’s princess live-action remakes

From 2014 to 2023, The Walt Disney Company launched five princess live-action remakes and two adaptations to update its iconic female characters. In both media discussions and academic literature, these revamped princess productions have been celebrated for their embodiments of fourth-wave feminist qualities, such as confidence, independence and girl power. However, the exact process of framing women’s empowerment on-screen – translating abstract feminist ideologies into specific visualizations and bodily performances of Disney princesses – has been treated as a taken-for-granted phenomenon placed beyond interrogation. Through a thematic analysis of all released remakes, this article demonstrates how the live-action princesses are represented to reflect fourth-wave feminist notions and what gender messages are delivered by this renovated series. I identify two visual styles and three plot devices that are used repetitively across the remakes to endow the princess characters with a progressive persona. I further discover that, despite being empowered at first glance, the remakes’ engagements with fourth-wave feminism remain superficial and eventually channel the stories back to existing gender stereotypes and imbalanced structures. This conclusion contributes to the scholarship by ascertaining Disney’s strategic leverage of contemporary gender ideologies on-screen and revealing the problematic nature of such corporate-dominated, pro-feminist agendas.

Male and female school graduates: socio-pedagogical portrait in a gender context

Introduction. Gender equality is one of the basic values of the modern world, but there are hidden gender barriers that significantly affect life trajectories. They can act already at school and determine some characteristics of boys and girls at the level of behavior, attitudes towards teachers, choice of extracurricular activities, etc. On the threshold of graduation from school, it is especially important to establish the gender differences that have developed by this moment in professional preferences, value orientations, in the achieved level of “soft skills”, in self-esteem and well- being. Identifying gender differences in high school students is also relevant in connection with the digitalization agenda and the task of attracting girls to the field of IT technologies. The study was aimed at identifying, describing and interpreting gender differences in the socio-pedagogical portraits of male and female school graduates. Materials and methods. The analysis was based on the initial data from a survey of 11th-grade students as part of the St. Petersburg School Graduate study (the total number of respondents in 2022 was 3,509, including 1,632 boys and 1,877 girls). The data were processed by means of constructing the contingency tables for all features with the “Gender” feature, ranking of indicators by the magnitude of the differences identified, and visualization of the gender difference profile. Results. Large gender differences were revealed in such a school education outcome as career guidance: 66% of boys and 25% of girls planned a career in IT and engineering and technical specialties; 40% of girls and 20% of boys – in the field of culture and art. At the same time, in such outcomes as academic subject knowledge, functional literacy, as well as the importance of basic values (health, family, material well-being), the differences between boys and girls were small. A significant gender asymmetry was identified in the leisure time of high school students, their additional classes and digital practices, which undoubtedly affected their skills and professional choice. The psychological characteristics of high school graduates were determined, for which gender differences were the most significant, for example, anxiety (which was often experienced by 46% of girls and 20% of boys), as well as fatigue and other psychogenic disorders. Conclusion. For the true implementation of gender equality in education, it is necessary not only to provide formal equality, but also to perform comprehensive work with gender stereotypes prevalent in society. The results of the study serve as scientific grounds for developing the content of additional education programs for adults – teachers, heads of educational institutions, parents, as well as for developing methodological materials for all participants in the educational process.

Beyond altruism: Exploring the diverse motivations of undergraduate nursing students.

Grounded in Self-Determination Theory, this qualitative study explores the multifaceted motivations influencing first-year undergraduate nursing students' career choices. It challenges the traditional emphasis on altruism and examines the impact of the evolving healthcare landscape. The dynamic nature of healthcare, exacerbated by global events such as the COVID-19 restrictions, necessitates a deeper understanding of the diverse factors shaping students' decisions to pursue nursing. This understanding is pivotal for developing effective strategies to attract and retain a resilient nursing workforce equipped to navigate future challenges. A qualitative research design was employed, using semi-structured interviews for an in-depth exploration of the motivational factors. Thematic analysis was used to analyze interview data. Five key themes emerged, highlighting the diversity of motivations: (a) Migration and Nursing: Pathways to Opportunities, (b) Breaking Down Barriers: Tuition-Free Incentives Expand Nursing Aspirations, (c) Financial Stability and Global Career Opportunities, (d) Expanding Career Horizons: Beyond Traditional Nursing Roles, and (e) Redefining Nursing Through Gender Dynamics. Undergraduate nursing students' career choices are driven by various factors, including migration aspirations, financial aid and security, global opportunities, and challenging gender stereotypes. These findings underscore the need for governments, policymakers, healthcare, and educational institutions to acknowledge and address these diverse motivations to attract and retain a resilient nursing workforce.

Analyzing Gender Representation in English Textbooks (IX &amp; X) through Gender Schema Theory

The current English textbooks of Nepal misrepresent gender in lexical, graphic, and symbolic ways. If a teaching material starts misrepresenting gender through an academic approach, It directly hits the mental and behavioural aspects of students. This study explores gender representation in the current English textbooks IX and X from the perspective of qualitative research design and the Gender Schema Theory and Critical Discourse Analysis to explore how gender is represented in terms of visibility, character attitudes, and gender stereotypes. The results indicate that these textbooks misrepresented gender differently, including profession, social roles, prioritizing male roles, and social space. This dominance reveals a persistent gender bias favoring men in various activities, such as becoming athletes, holding prestigious positions, and participating in sports. Despite this bias, gender stereotyping has significantly decreased compared to previous research, with some evidence of equality in responsibilities, activities, and pictorial representations. This study suggests contributing to raising gender awareness in education in order to maintain equity and equality in learning.

“We’ll See Who Knits the Fastest”: Female Emotionality and Embodied Knowledge in Annemarie van Haeringen’s Dutch Picturebook Sneeuwwitje breit een monster and Its American Translation

The belief that women are more emotional than men and less able to control the influence of their emotions on their thoughts and behaviours is one of the strongest gender stereotypes in Western cultures. While gender representation in children’s books has been studied since the 1970s and has led to numerous books that challenge gender stereotypes, the notion of women as emotionally irrational persists – even in picturebooks that rewrite or circumvent other gender-stereotypical elements. Drawing on feminist (fairy-tale) studies, translation studies, cognitive theory, and picturebook studies, the author of this article seeks to examine how verbal and visual choices in the Dutch picturebook Sneeuwwitje breit een monster [Snow White Knits a Monster] by Annemarie van Haeringen (2014) and its American translation, How to Knit a Monster (2018), can reinforce or challenge the Western stereotype of women as emotionally unstable and lacking control. The author’s comparative multimodal analysis reveals that visual split depictions and dramatic irony in the selected case studies uphold the harmful association of women with emotional irrationality and ignorance. In contrast, word-image interactions that allow for ambiguity and that suggest the main character’s use of embodied knowledge offer a potential challenge to these connotations.

The Student's Interest in Choosing a Career Is To Be an Auditor at The PTMA in Central Java and D.I. Yogyakarta

The aim of this research is to find out the factors influencing student dynamics in their choice of career as auditors. This is quantitative research with a student focus of the Accounting Studies Program on PTMA in Central Java and D.I. Yogyakarta to give a deeper understanding and consider the complex and diverse factors influencing individual career decisions, in particular the choice of career as an auditor. A sample of 243 respondents matched the purposive sampling criteria. Data analysis using SEM-PLS with SMARTPLSanalytical tool 3. The results of the research showed that 1) motivation is able to influence gender stereotypes in the choice of career as an auditor. 2) Financial appreciation is capable of influencing gender- stereotypes in the selection of a career as an auditor. 3) Market considerations are capable of affecting gender stereotypes when choosing a career in the role of auditor. More specifically, the results of this study show that motivation, financial appreciation, and market considerations do not directly affect career choices as an auditor.

The Journey of Italian Belly Dancers

Commonly referred to as Raqs Sharqi in Arabic, “belly dance” is a choreographic form intricately woven into the cultural fabric of the MENAT region. This paper begins by tracing its transcultural evolution, from colonial influences to recent feminist discourses, illustrating how research on belly dance offers a rich field for examining the complex interplay of culture, ethnicity, religion, gender, and power. The second section builds on this foundation, applying theoretical frameworks to investigate how dancers’ habitus is selectively developed through “reflexive body techniques” (Crossley 2004), exploring how gendered social structures are embodied (Sassatelli 2022) and performed (Butler 2006) by Italian dancers. The third section details the research methodology, employing a mixed-methods approach informed by a narrative-inspired analysis (Greimas &amp; Courtés 1982; Ferraro 2021). A web survey and in-depth qualitative interviews were designed to explore dancers’ perceived processes of transformation. The Greimasian and Ferraro frameworks were operationalised to structure the data according to the Canonical Narrative Schema (CNS), enabling an analysis of the key stages of the dancers’ journeys. The fourth and fifth sections present and analyse data collected from 428 respondents and three in-depth interviews. Using NVivo software, all data were analysed thematically within the CNS framework. Five key themes emerged: Empowerment, Cultural Capital, Vitality, Socialisation, and Identity. These findings are contextualised within Italian society, with an emphasis on gender roles and stereotypes, which have shaped the experiences of Italian women over the past two decades. Given the breadth of data collected, this paper focuses on one key dimension: the perceived experience of personal transformation, which most participants described as leading to the emergence of a “new self.” By examining the different stages of the Italian belly dancers’ journeys, this paper aims to explore how gendered social structures in the Italian context are embodied by practitioners, shaping their learning and performing as a journey of self-discovery.

The relationship between pre-school teachers’ perceptions of career barriers and their levels of burnout and alienation

With the study reported on here, we aimed to determine the career barriers on organisational alienation and professional burnout levels of pre-school teachers and to reveal the relationship between their organisational alienation and burnout levels. A relational survey model was used in the study. The population of the study consisted of 896 pre-school teachers who worked in public and private schools in Mersin, Türkiye during the 2019–2020 academic year. The sample consisted of 309 pre-school teachers selected from the population using the convenience sampling method. The data were collected using the women’s career barriers scale (İnandı, 2009a), Maslach burnout inventory (Ergin, 1992) and pre-school teachers professional alienation scale (Kıhrı, 2013). Correlation and regression analyses were performed on the data. As a result of the study, apart from social gender stereotypes and meaninglessness dimensions of alienation, positive and highly significant relationships were found between all sub-dimensions of career barriers and all sub-dimensions of alienation. Moreover, apart from social gender stereotypes and personal accomplishment sub-dimension of burnout, a positive and highly significant relationship between all sub-dimensions of career barriers and all sub-dimensions of burnout was found.

Transgenders In India: A Study Of Educational Status And Legal Rights In Educational Institutes

Abstract In the present paper Transgenders in India: A study of Educational Status and Legal Rights in Educational Institutes done. In the study we selected 20 Educational institutes, 60 teachers and 17 trangenders. for data collecttion we use Questionnaire for the status of transgender Education in Educational Institute (QSTEEI) through Google Form. our OBJECTIVES is I. To study the educational accessibility of transgender in Educational Institutes. II. To analyze the legal safeguards and its implementation in educational institutes for the transgenders. III. To find out the problems faced by transgender to fulfil their educational aspirations. And HYPOTHESIS H 1. There is significant difference in accessibility of education between transgender and dominant genders. H 2. There is significant difference existence and implementation of legal rights for transgender community in improvising the educational accessibility in India. H 3. There is significant difference in the fulfillment of educational aspirations of transgender students. our conclusion of The studies revealed that the transgender community has a low educational level, transgender people felt excluded from the curriculum, and faces barriers to education. Major findings of the study showed that transgender students experienced discrimination, intolerance, and physical and mental harassment in school due to their sexual orientation and gender identity. Transgender and gender diverse students avoided their school because they can’t conform to the gender stereotypes dominant within the school. There is a lack of proper learning environment within school boundaries for the education of transgender children, because of their sexual orientation and gender identity, and face stigma. It is recognised that there is a need for reform in the educational system including that in the curriculum, for better representation of the Transgender community. However, only education can empower the community from within to make each one of them self-sufficient and confident. key word : Transgenders, Educational Status, Legal Rights, Educational Institutes