Sex Roles (Impact Factor: 1.47). 09/1990; 23(7):389-396. DOI: 10.1007/BF00289227
We investigated whether or not sexist language in written form can be linked to traditional views of sex roles, assertiveness, psychological androgyny, Christian beliefs, or sexist language in oral form. In Experiment 1, undergraduates were given an essay designed to test written sexist language and several pencil-and-paper personality inventories. No relationship between sexist language and interpersonal assertiveness or psychological androgyny was found. However, those who avoided sexist language were less traditional in their sex role perceptions scored lower on a scale of Christian beliefs. In Experient 2, the method of measuring sexist language was expanded by using three essay responses and a brief oral interview. Those who used sexist language in written form were more likely than others to use sexist language in oral form on some responses. Interpretations and implications of the findings are discussed.
", also found that students' sex role perceptions were related to their use of sexist language . McMinn et al. (1990) further noted that students who reported strong adherence to the tenets of Christian fundamentalism were more likely to use sexist language than students who reported less devotion to such beliefs. They surmised that a fundamentalist subculture that espouses traditional roles for women and predominance of men in leadership positions could be responsible for their results. "
[Show abstract][Hide abstract] ABSTRACT: Studies of attitudes toward sexist language have consistently revealed a gender gap, with women considerably more supportive of inclusive language than men. The present study investigated this gender gap in the presence of “attitudes toward women,” a potential mediator variable. Participants were a convenience sample of 18- to 20-year-old college students (N= 278). Most were European American/White (87%) women (60%). Data were collected using the Modern Sexism Scale, Neosexism Scale, Attitudes Toward Women Scale, and Inventory of Attitudes Toward Sexist/Nonsexist Language-General. The customary gender gap in attitudes toward sexist language was found in this sample. Regression tests of mediation, however, revealed that when measures of attitudes toward women were included in the analysis, the gender effect diminished by as much as 61% (p <.01). These findings provide empirical evidence of a link between attitudes toward sexist language and the cultural construct, attitudes toward women.
Psychology of Women Quarterly 08/2004; 28(3):233 - 239. DOI:10.1111/j.1471-6402.2004.00140.x · 2.12 Impact Factor
[Show abstract][Hide abstract] ABSTRACT: Teaching effective writing in the social sciences includes teaching recognition of sexist language. The development and teaching uses of the Gender-Specific Language Scale (GSLS), an instrument designed to assess recognition of sexist language, are described. Three experiments with predominantly European-American male and female students provide support for the reliability and validity of the GSLS, and suggest that it measures a different construct than an essay questionnaire used in previous studies of sexist language. Implications for teaching are discussed.
Sex Roles 11/1994; 31(11):741-755. DOI:10.1007/BF01544290 · 1.47 Impact Factor
[Show abstract][Hide abstract] ABSTRACT: The present study examined how modeling, grade in school, gender, and attitudes toward women relate to sexist or nonsexist language usage in high school students. Eighty-four female and 60 male high school students, including 77% white, 20% African-American, and 3% other participants, completed three questionnaires. The Sexist Language Detector (SLD), a 24 item questionnaire, assessed the use of sexist and nonsexist language by requiring written solutions to ethical dilemmas. Instructions on the SLD included either sexist examples, nonsexist examples, or no example (control). The nonsexist examples condition served as the modeling intervention. Participants completed the shortened versions of J. T. Spence and R. L. Helmreich's Personal Attributes Questionnaire of 1978 and Attitudes toward Women Scale of 1972. Multiple regression analysis indicated main effects for gender, year in school, and condition on nonsexist language use. Participants with nonsexist instructions used significantly more nonsexist language than the other two groups. No significant difference was found among the three groups on the use of sexist language. Freshpersons were more likely to use nonsexist language than seniors. Females used more nonsexist language than males.
Sex Roles 11/1995; 33(11):819-830. DOI:10.1007/BF01544781 · 1.47 Impact Factor
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.