Creative Styles and Gender Roles in Undergraduates Students

Keller, Chad J.; Lavish, Lea A.; Brown, Chris

doi:10.1080/10400410701397396

Cited by 25 publications

(17 citation statements)

References 15 publications

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Section: Discussionmentioning

confidence: 99%

“…The finding also calls for a change from absolute patriarchal tradition in domestic and cultural training of the youths especially the males. This is important since research suggests that androgynous gender role orientation is associated with better outcomes such as general adjustment (Bem, 1975;Spence, 1983) and cognitive flexibility (Carter, 1985;Keller, Lavish, & Brown 2007). Finally, though the stability of the callous-unemotional traits have been favorably argued recent research has shown that early intervention on some situational factors can weaken the strength of the CU traits in controlling behavior (Hawes et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

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Does Gender Moderate the Relationship between Callous-Unemotional Traits and Physical Aggression?

2015

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The study investigates the interaction effect of callous-unemotional (CU) traits and gender on physical aggression among Nigerian adolescents. Two hundred and ninety five (295) senior secondary school students who were between 14-16 years of age participated in the study. These participants included boys (152) and girls (143). They were selected from a public senior secondary school in Anambra a South Eastern State of Nigeria and all the participants were of Igbo ethnic group. The raw data for Callous-unemotional traits and Physical Aggression were collected using Inventory of Callous-Unemotional Traits (ICU) by Frick (2004) and Aggression Scale by Orpinas and Frankowski (2001) respectively. The data were analyzed using Pearson correlation, and conditional process analysis (model number 1; Hayes, 2013). The results showed that gender correlated significantly with uncaring and physical aggression but did not correlate significantly with CU and callousness. The results further showed that gender, CU traits, uncaring and callousness subscales significantly predicted physical aggression. Gender also moderated the effect of CU traits and uncaring on physical aggression, but did not moderate the effect of callousness on physical aggression. The discussion focused on the ways of helping individuals with high level of CU traits to reduce aggression, also the limitations of the study, suggestions for further studies and the implications of the finding were highlighted.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Does Gender Moderate the Relationship between Callous-Unemotional Traits and Physical Aggression?

2015

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“…In a recent comparison of the creative styles of androgynous and nonandrogynous individuals, Keller, Lavish, and Brown (2007) found that androgynous individuals utilized a wider array of strategies in the process of facilitating creative activity in contrast to masculine, feminine, and undifferentiated individuals. The greater variability in techniques employed to express creativity among these androgynous participants supports the notion that androgyny might be characterized by high levels of cognitive flexibility, which would, in turn, be expected to enhance creative potential.…”

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confidence: 97%

Gender, Gender Role, and Creativity

et al. 2011

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Undergraduate students (136) were assessed with 3 measures of creative ability and a gender role measure to explore relationships between gender, gender role, and creativity. Male participants' performance on the creativity measures generally was better than that of females, with significant differences in 2 specific creativity tasks. Androgynous individuals' creative productions were judged to be superior to those of participants representing other gender role categories. Further analysis revealed the highest levels of creativity in men who strongly identified with feminine gender role characteristics, with androgynous women recording the next highest scores. Undifferentiated men and women, and highly feminine women achieved low creativity scores. Both men and women who reported strongly masculine gender role characteristics surpassed the performance of undifferentiated participants.

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“…The latter asserts that 40 percent of women have a feminine brain, 20 per cent a masculine brain A. SAVOIE, S. ST-PIERRE and 40 per cent could be said to possess a balanced brain. Incidentally, many studies suggest that individuals linked to the psychological androgyny category are apparently cognitively more flexible and would seem to have more highly developed creative artistic tendencies (Stoltzfus et al, 2011;Keller, Lavish, & Brown, 2007;Hittner & Daniels, 2002;Norlander & Erixon, 2000). Our test subjects are admittedly much younger than those in most gender role studies, but from studying our video recording we learn that our atypical female test subject, Girl #6, when compared to our other test subjects, rapidly came up with inspiration, created her wire figure with startling ease, and quickly and confidently handled the new material; of all the test subjects' final work, hers was the most well done and completed one.…”

Section: Resultsmentioning

confidence: 99%

Gender-Differentiated Behaviour Traits of Elementary School Pupils in Identical Visual Arts Learning Situations

Savoie¹,

St‐Pierre²

2012

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This exploratory qualitative research project comparatively observes the conduct of girls and boys-in their third year of elementary school-divided in same-gender dyads, participating successively in an identical visual arts project in Canada. Our goal is to improve knowledge of the differences and similarities between boys and girls in a learning situation and help to devise gender-differentiated teaching strategies in the visual arts, a curricular subject for which boys typically show limited interest. We categorize the behaviour patterns of our research subjects according to a behavioural indicators table we designed after reviewing literature on female/male brain, personality types, gender and gender role. We observe notable gender differences in behaviour among the pupils, with "male indicators" overwhelming identified in the boys and, surprisingly, in one girl, while the "female indicators" are clearly dominant in the other girls.

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Creative Styles and Gender Roles in Undergraduates Students

Cited by 25 publications

References 15 publications

Does Gender Moderate the Relationship between Callous-Unemotional Traits and Physical Aggression?

Does Gender Moderate the Relationship between Callous-Unemotional Traits and Physical Aggression?

Gender, Gender Role, and Creativity

Gender-Differentiated Behaviour Traits of Elementary School Pupils in Identical Visual Arts Learning Situations

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