Sex-Role and Parental Identification

Lynn, David B.

doi:10.2307/1126656

Cited by 49 publications

(27 citation statements)

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“…A consistent finding in studies during the period was the apparent inferior quality of problem solving by women, both individually and in groups -even when differences such as intellectual aptitude and special abilities were controlled (Carey, 1958;Maier and Hoffman, 1961;Hoffman and Maier, 1966;Maier, 1933;Milton, 1957;Priest and Hunsaker, 1969;Sweeney, 1953). It was argued (Lynn, 1962) that the female disadvantage in problem solving resulted from a negative attitude towards abstract problem solving acquired early in their sex-role socialization (i.e. problem solving is traditionally associated with the male role, and this is subconsciously reinforced as children grow up).…”

Section: Accepted View Pre-1980smentioning

confidence: 82%

Decision Making, Risk and Gender: Are Managers Different?

Johnson

Powell

1994

British J of Management

350

245

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This paper explores differences in the nature of decisions taken by males and females. Women are playing an increasingly important role in business management and managers are ultimately tested and evaluated in terms of their success in making decisions. Consequently any difference in the character and quality of decisions taken by male and female managers will have important implications for organizations. This paper reviews the literature, and reports two pieces of empirical work which investigate the connections between gender and decision making. The decision-making characteristics of males and females in a 'non-managerial' population in which the majority of individuals have not undergone formal management education are contrasted with a 'managerial' population of potential and actual managers who have undertaken such education. It is argued that women are often excluded from managerial positions of authority and leadership due to stereotypes, which have been constructed by observing 'non-managerial' populations at large. The paper concludes, however, that these stereotypes may not apply to managers as in the 'managerial' sub-population males and females display similar risk propensity and make decisions of equal quality.

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Section: Accepted View Pre-1980smentioning

confidence: 82%

Decision Making, Risk and Gender: Are Managers Different?

Johnson

Powell

1994

British J of Management

350

245

View full text Add to dashboard Cite

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“…The finding may be explicable on the grounds of greater removal or distance (i. e., more limited interaction) of second borns from the mother than first borns producing in them a problem-solving set (Lynn, 1962).…”

Section: Discussionmentioning

confidence: 96%

The relationship of ordinal position and sibling sex status to cognitive abilities

Rosenberg

Sutton‐Smith

1964

Psychon Sci

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The influence of the interaction of ordinal position and sibling sex status on cognitive activity was examined. Results generally confirm the superiority of the first born over the second born on cognitive activity. Directional trends suggest that the presence of a male sibling enhances quantitative scores, the presence of a female enhances language scores, males having a greater effect on females than vice versa. ProbleDlThe literature regarding the effects of ordinal position on intellectual activities is inconsistent, with some studies emphasizing the superiority of the first born (Altus, 1962;Koch, 1954;Terman, 1947) and some the superiority of the second born (Hsiao, 1931;McFadden, 1929;Thurstone & Jenkins, 1929). Except for Koch's study with six-year-olds, there has been no control for age, socia-economic status, or family size. The present study replicates Koch's work with the eight different sibling combinations in two-child families in order to examine the effects of ordinal position, sex of subject, and sex of sibling (sibling sex status) on cognitive activity using adult Ss with controls for age and socioeconomic status. MethodData on the ACE (Berdie et al., 1961) was obtained for 125 male and 252 female members of two-child families (college sophomores, predominantly). The sample contained 32 M1M, 25 MM2, 37 M1F, 31 FM2, and 70 F1F, 61 FF2, 68 F1M, and 53 MF2. The notation states the sex and pOSition referent with the number following the S and indicating his ordinal position. Thus, MM2 is a second-born male with an older brother, F1Fisa firstborn female with a younger sister, etc. These groups did not differ in age by sex or ordinal position (median for all groups was 19 yr.), and 95% of all ordinal groups were in the 18-20-yr. age range. There was no significant difference between the groups when compared on a manual, non-manual socio-economic break. The ACE was routinely administered to all Ss as part of a test battery taken by all entering freshmen. These scores were obtained from the University Counseling Center. ResultsSince all of the data were presented in percentile form, the Median Test (Siegel, 1956) was used throughout the analysis. In addition, as a reflection of the malequantitative, female-linguistic adherence, Q > Land L > Q ratios are included. B. G. Rosenberg and B. Sutton-SDllth BOWLING GREEN STATE UNIVERSITY(X2 = 2.58; P = .12), while females are superior on the L (linguistic) scale (X2 = 7.70; P = .01). No significant differences were obtained on the T (total) score. The Q > L ratios favor males, while the L > Q ratios favor females (X2 = 9.24; P = .01). When comparing first borns with second barns separately by sex, male first borns are superior to male second borns on the L (P = .05) and T (P = .02) scales. No significant differences obtained among the females, first born females showing a slight superiority on the L scale (P = .12). First born males show a slight predominance on the L > Q ratios (P = .20), while second born females show a predominance on the Q > L rat...

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“…Brown (1958) and Lynn (1962) theorized that there is more social pressure in American society for boys to conform to masculine behavioral standards that do not promote cooperation than for girls to conform to feminine behavioral standards.…”

Section: Discussionmentioning

confidence: 99%