Contextual Influences on Gender Segregation in Emerging Adulthood.
To better understand contextual influences on gender segregation in emerging adulthood, we examined the extent to which college students ( = 285; 178 females, 107 males) from the Mid-Atlantic region of the U.S. nominated same-gender peers when listing their close friends, preferred workmates for pr...
| Publicado en: | Sex Roles Vol. 69; no. 11-12; pp. 632 - 644 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Dec2013
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=91927283&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 91927283 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 03600025 SXR jtl: Sex Roles issn: 03600025 maglogo: N pubinfo: dt: Dec2013 vid: 69 iid: 11-12 pid: 237 pub: Springer Nature artinfo: ui: 91927283 10.1007/s11199-013-0312-1 ppf: 632 ppct: 12 formats: fmt: @attributes: type: P size: 314KB tig: atl: Contextual Influences on Gender Segregation in Emerging Adulthood. aug: au: DiDonato, Lisa Strough, JoNell affil: Department of Psychology, West Virginia University, PO Box 6040, Morgantown, WV, 26506, USA Social Sciences Division, Rose State College, Midwest City, OK, USA su: United States College students Classes (Groups of students) Gender stereotypes Gender differences (Psychology) Segregation in higher education Friendship in youth sug: subj: College students Classes (Groups of students) Gender stereotypes Gender differences (Psychology) United States Segregation in higher education Friendship in youth keyword: Activities Context Emerging adults Friendships Gender differences Gender segregation Home Peer preferences School Activities Context Emerging adults Friendships Gender differences Gender segregation Home Peer preferences School ab: To better understand contextual influences on gender segregation in emerging adulthood, we examined the extent to which college students ( = 285; 178 females, 107 males) from the Mid-Atlantic region of the U.S. nominated same-gender peers when listing their close friends, preferred workmates for projects in English and math classes, and preferred partners for “hanging out.” We used an established, self-report measure to examine the relation between preferences to affiliate with same-gender peers and students’ gender-typed activity involvement (i.e., involvement in activities stereotypically associated with one’s own gender). The majority of close friends nominated by both women and men were same-gender peers, but men nominated relatively more same-gender friends than did women. Workmate nominations for class projects followed gender stereotypes. Women were least likely to nominate same-gender workmates for a math project compared to an English project or to “hang out.” Men were least likely to nominate same-gender workmates for a project in English compared to a math project or to “hang out.” For both women and men, nominating more same-gender friends and workmates was associated with less involvement in activities stereotypically associated with the gender. The stability of emerging adults’ preferences for same-gender peers across contexts is discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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