Changes in Gender Stereotypes Over Time: A Computational Analysis

Bhatia, Nazlı; Bhatia, Sudeep

doi:10.1177/0361684320977178

Cited by 56 publications

(38 citation statements)

References 99 publications

(167 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This implies that gender stereotypical beliefs about the gender roles of both sexes have changed over time. These results are consistent with the findings of (Bhatia & Bhatia, 2021;Eagly et al, 2020;Lopez-Zafra & Garcia-Retamero, 2021).…”

Section: Liberal Generationsupporting

confidence: 93%

The influence of gender stereotyping and demographic factors on academic choice: The case of the University of Debrecen

Taher

2021

HERJ

View full text Add to dashboard Cite

Education is the proven guarantor of gender equality and sustainable development. Empirical evidence from previous studies in European countries (Favara, 2012; Geerdink & Dekkers, 2011; OECD, 2009) shows that women are incompletely represented in many areas of technical and scientific education. This study examined the impact of gender stereotypes and factors related to family background, university criteria, and the main factors influencing students’ academic choices at the University of Debrecen. The research question was: what is the impact of gender stereotypes and demographic factors on students’ academic choices? The research relied on a qualitative approach. 12 qualitative interviews were conducted with international students at undergraduate and postgraduate level. The research used semi-structured interviews with five main blocks of questions. The dimensions explored included the following: 1. introduction and context of the interviewee, 2. gender stereotypes, 3. family background, 4. university characteristics, 5. factors motivating academic selection. After data collection, the transcripts were analysed using an open coding method, which involved line-by-line and word-by-word analysis (Khandkar, 2009). This helped to identify the most important factors influencing students’ academic choices. The socio-educational role of the family, the scholarship Stependium Hungaricum, the facilities and services of the university, the geopolitical academic location, the UNIDEB ranking, the quality of life and study, the scholarships, the realistic, materialistic goals of future life, and the impact of gender stereotypes expressed by the students (as a product of society, choice and belief, the liberal generation) influenced the academic choice of the international students at the University of Debrecen.

show abstract

Section: Liberal Generationsupporting

confidence: 93%

The influence of gender stereotyping and demographic factors on academic choice: The case of the University of Debrecen

Taher

2021

HERJ

View full text Add to dashboard Cite

show abstract

“…3. Bhatia and Bhatia (2021) examine changes in gender stereotypes in the general population during 1910-1990 using machine learning techniques to large word data sets and applying several alternative measures of stereotypes, including the BSRI. They find changes to be slow and that changing associations can only be observed for feminine traits.…”

Section: Gm 365mentioning

confidence: 99%

Gender stereotyping and self-stereotyping among Danish managers

Smith

Eriksson

Smith

2021

View full text Add to dashboard Cite

Purpose The purpose of this paper is to describe how gender stereotypes and self-stereotypes of Danish managers vary among managers at different job levels, from lower level managers to CEO level, in a large survey of Danish private-sector managers. Design/methodology/approach This study is explorative. Measures of stereotypes and self-stereotypes are constructed and analyzed with regressions models that control for a large number of individual and firm characteristics. Findings The results document significant gender differences in stereotyping among managers. Male managers have significantly more masculine stereotypes of successful leaders, and they rate themselves higher on masculine traits than female managers. For CEOs, the picture is different. Stereotypes do not differ by gender and female CEOs have more pronounced masculine stereotypes than female managers at lower levels. Female managers at the age of 50 are the least gender stereotyping managers. Younger female managers have significantly more masculine stereotypes about the role as a successful leader. Research limitations/implications This study is based on cross-sectional data and does not claim to uncover causal relationships. Practical implications The results suggest that gender stereotypes and self-stereotypes among Danish private-sector managers are not going to change quickly indicating that new government policies with more focus on gender equalization and affirmative actions are called for. Originality/value Most earlier studies of stereotypes concerning female managers are based on studies of samples drawn from the general population or consisting of students. This study makes use of a large sample of managerial employees from all levels of the corporate hierarchy in different types of firms.

show abstract

“…These outcomes may be partially explained by differences in sex roles in society, in which women are normally oriented towards others and to connect themselves with others (Giddens, 2020;Pollo and Kasumovic, 2022;Spence and Helmreich, 2021;Vera, 2020;Weiner, 2010). Research fi ndings show that women's and men's behaviors and motivation-related beliefs continue to be shaped by gender stereotypes (Bhatia and Bhatia, 2021). It must be noted that ability, ethnicity and socioeconomic status moderate sex effects in motivation (Farmer and Vispoel, 2014;Giddens, 2020;Meece, Glienke and Burg, 2006).…”

Section: Discussionmentioning

confidence: 99%

Sex differences across teacher’s motivation, teaching satisfaction, loneliness and affects during COVID-19

González-García

Frutos

Santarén

2022

Estudios sobre Educación

View full text Add to dashboard Cite

Motivation, teaching satisfaction, loneliness and affects are significant variables concerning the quality of teaching performance. Nevertheless, the presence of the homebased teaching during COVID- 19 could have influenced these variables. As such, the goals of this research were to examine whether there are sex differences in teacher’s motivation, teaching satisfaction, loneliness and affects; and if there is any association of age on teacher motivation, teaching satisfaction, loneliness and affects. A sample of 315 teachers (Mage=41.95; SD=10.18) participated in the study and fulfilled a series of self-report questionnaires during COVID-19 homebased teaching. Results revealed significant sex differences in identified regulation, loneliness, and balance of negative affects. In particular, female teachers reported significantly higher scores in identified regulation and balance of negative affects and men reported higher scores in loneliness. In conclusion, it should be considered to create interventions to help teachers to reduce the negative consequences of loneliness and negative affects on teaching performance and to enhance motivational profiles, especially among men teachers.

show abstract

Changes in Gender Stereotypes Over Time: A Computational Analysis

Cited by 56 publications

References 99 publications

The influence of gender stereotyping and demographic factors on academic choice: The case of the University of Debrecen

The influence of gender stereotyping and demographic factors on academic choice: The case of the University of Debrecen

Gender stereotyping and self-stereotyping among Danish managers

Sex differences across teacher’s motivation, teaching satisfaction, loneliness and affects during COVID-19

Contact Info

Product

Resources

About