Gender and the senses of agency

Brancazio, Nick

doi:10.1007/s11097-018-9581-z

Cited by 20 publications

(8 citation statements)

References 19 publications

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“…Boys and girls are affected differently by the demands of high school, with girls reporting significantly more concerns than boys (Rice et al, 2011 ). This experience, associated with the awareness of gender inequalities in Portuguese society (Brancazio, 2019 ), may explain the slower growth in girls’ sense of agency compared to boys. Notably, the current study’s findings expand previous evidence, clarifying that developing sense of agency is not independent of adolescents’ sex.…”

Section: Discussionmentioning

confidence: 99%

Stability and Change in Adolescents’ Sense of Agency: Contributions of Sex, Multiple Risk, Pandemic Stress, and Attachment to Parents

Nunes

Mota

Ferreira

et al. 2023

J Youth Adolescence

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Although literature states that individual, relational, and contextual factors contribute to adolescents’ sense of agency, more research is needed to clarify and understand how adolescents develop this belief over time. The current study examined the stability/change trajectories of the sense of agency during adolescence, specifically across high school, analyzing whether attachment to parents over time, adolescents’ sex, cumulative risk in baseline, and pandemic-related stress explained these trajectories. The sample included 467 Portuguese adolescents (40.7% were males; Mage = 15.58 years, SD = 0.80), evaluated three times across 18 months. This work yielded three significant findings. First, adolescents’ sense of agency significantly increased over time, with significant between-subject variance at the initial levels but not at the growth rate. Second, attachment to parents consistently links to adolescents’ sense of agency across time, despite the differential contributions from attachment to mothers and fathers. Third, boys reported greater growth in the sense of agency than girls. Adolescents’ cumulative risk at T1 predicted lower initial levels of sense of agency, whereas higher pandemic-related stress predicted less growth of the sense of agency. These findings emphasize the contributions of individual and family characteristics and the role of the broader social context in shaping the development of adolescents’ sense of agency. The findings underline the need to consider further the differential influences of adolescents’ relationships with mothers and fathers to understand changes in adolescents’ sense of agency.

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Section: Discussionmentioning

confidence: 99%

Stability and Change in Adolescents’ Sense of Agency: Contributions of Sex, Multiple Risk, Pandemic Stress, and Attachment to Parents

Nunes

Mota

Ferreira

et al. 2023

J Youth Adolescence

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“…Using the taxonomy of Pacherie (2008), we offer some clarification on the kinds of intentions we are concerned about. Pacherie's distinctions have already been utilized within the enactivist literature (see, e.g., Gallagher 2012, Brancazio 2019. While her framework is explicitly committed to a representational view of intentions, we show that it is possible to retain Pacherie's taxonomy without the necessity of representations.…”

Section: Introductionmentioning

confidence: 70%

“…Pacherie (2008) offers a taxonomy of intentions based on their temporal and spatial proximity and phenomenological accessibility. This framework has been utilized elsewhere in the enactivist literature for distinguishing between reflective and pre-reflective intentions (for example, in Gallagher 2012, Brancazio 2019. This taxonomy can be of use in clarifying what we think needs to be added to the ecological-enactive account.…”

Section: Distal Engagement As a Skillmentioning

confidence: 99%

Distal engagement: Intentions in perception

Brancazio

Segundo-Ortin

2020

Consciousness and Cognition

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Non-representational approaches to cognition have struggled to provide accounts of longterm planning that forgo the use of representations. An explanation comes easier for cognitivist accounts, which hold that we concoct and use contentful mental representations as guides to coordinate a series of actions towards an end state. One non-representational approach, ecologicalenactivism, has recently seen several proposals that account for "high-level" or "representationhungry" capacities, including long-term planning and action coordination. In this paper, we demonstrate the explanatory gap in these accounts that stems from avoiding the incorporation of long-term intentions, as they play an important role both in action coordination and perception on the ecological account. Using recent enactive accounts of language, we argue for a nonrepresentational conception of intentions, their formation, and their role in coordinating prereflective action. We provide an account for the coordination of our present actions towards a distant goal, a skill we call distal engagement. Rather than positing intentions as an actual cognitive entity in need of explanation, we argue that we take them up in this way as a practice due to linguistically scaffolded attitudes towards language use.

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“…To further illustrate this point, I believe it is useful to think about gender. Here, I follow Brancazio (2019) in understanding gender as referring primarily to "an associated and loosely unified set of socio-cultural norms, roles, and expectations historically organized around presumptions related to a sex binary" (p. 432). Elaborating on Pacherie (2014), Brancazio argues that repeated exposition to gender archetypes influence our individual agency (and our individual perception of affordances) through the shaping of our conscious and unconscious intentions.…”

mentioning

confidence: 99%

“…Even though Ayala does not mention the education of intention explicitly, I think this idea fits well in her account. Following Brancazio (2019), I maintain that learning to be a woman or a man in a particular society (or social structure) involves, among other things, learning what actions are permissible and, with this, what affordances are appropriate to seek and use. I hold that the fact that women systematically use different (and even fewer) affordances than men in particular shared contexts can be partially explained by appealing to the normative education of intention.…”

mentioning

confidence: 99%

Socio-cultural norms in ecological psychology: The education of intention

Segundo-Ortin

2022

Phenom Cogn Sci

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Although it is a common claim in the ecological psychology literature that our perception of the environment’s affordances is influenced by socio-cultural norms, an explanation of how this is possible remains to be offered. In this paper, I outline an account of this phenomenon by focusing on the ecological theory of perceptual learning. Two main theses are defended. First, I argue that to account for how socio-cultural norms can influence perception, we must pay attention not only to the education of attention but to the education of intention too. Consequently, I offer some ideas about how intention can be socio-normatively educated. Secondly, I hold that the education of intention occurs via the acquisition of habit-based preferences for particular actions. I claim that once we understand how these habit-based preferences relate to socio-cultural norms, the hypothesis that norms must be represented in the individual’s mind for them to influence affordance perception is no longer needed. If this hypothesis is on the right track, we can have an explanation for how perception can be normatively shaped and direct (non-mediated by internal representations and inferences) at the same time.

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Gender and the senses of agency

Cited by 20 publications

References 19 publications

Stability and Change in Adolescents’ Sense of Agency: Contributions of Sex, Multiple Risk, Pandemic Stress, and Attachment to Parents

Stability and Change in Adolescents’ Sense of Agency: Contributions of Sex, Multiple Risk, Pandemic Stress, and Attachment to Parents

Distal engagement: Intentions in perception

Socio-cultural norms in ecological psychology: The education of intention

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