Cultural stereotypes and personal beliefs: Perceptions of heterosexual men, women, and people.

2016 ◽  
Vol 3 (1) ◽  
pp. 113-128 ◽  
Author(s):  
Jes L. Matsick ◽  
Terri D. Conley
Keyword(s):  
Heterosexual Men ◽  
Personal Beliefs ◽  
Cultural Stereotypes

Stereotypes and Personal Beliefs about Women Physical Education Teachers

1997 ◽  
Vol 6 (1) ◽  
pp. 49-83 ◽  
Author(s):  
Mary B. Harris ◽  
Joy Griffin
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
Heterosexual Men ◽  
Physical Educators ◽  
Personal Beliefs ◽  
Cultural Stereotypes ◽  
Negative Stereotypes ◽  
Men And Women ◽  
Heterosexual Women ◽  
Status Of Women

In order to assess their cultural stereotypes and personal beliefs about women physical education teachers, we surveyed 196 individuals attending the 1995 American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) convention. Respondents felt that most Americans stereotyped women physical educators as masculine, aggressive, athletic, lesbian, and unintellectual. Their personal views were less extreme. Some differences in personal beliefs were found between men and women, and between lesbians, heterosexual men and heterosexual women. Occupation, age, and education were not importantly related to stereotyping. Open ended questions revealed both positive and negative aspects of physical education as a profession for women. Based upon the continued existence of some negative stereotypes, coupled with the low status of women physical educators, we suggest that the profession needs to increase its educational efforts and its appreciation of diversity.

Cultural Stereotypes and Personal Beliefs About Individuals With Dwarfism

2013 ◽  
Vol 153 (1) ◽  
pp. 80-97 ◽  
Author(s):  
Jeremy D. Heider ◽  
Cory R. Scherer ◽  
John E. Edlund
Keyword(s):  
Personal Beliefs ◽  
Cultural Stereotypes

Stereotypes of Social Groups in Germany in Terms of Warmth and Competence

2010 ◽  
Vol 41 (2) ◽  
pp. 76-81 ◽  
Author(s):  
Frank Asbrock
Keyword(s):  
Gay Men ◽  
Social Groups ◽  
Social Judgment ◽  
Cultural Stereotypes ◽  
Student Sample ◽  
Content Model ◽  
Stereotype Content ◽  
German Student ◽  
Stable Clusters ◽  
Relevant Social Groups

The stereotype content model says that warmth and competence are fundamental dimensions of social judgment. This brief report analyzes the cultural stereotypes of relevant social groups in a German student sample (N = 82). In support of the model, stereotypes of 29 societal groups led to five stable clusters of differing warmth and competence evaluations. As expected, clusters cover all four possible combinations of warmth and competence. The study also reports unique findings for the German context, for example, similarities between the perceptions of Turks and other foreigners. Moreover, it points to different stereotypes of lesbians and gay men.

Depression and Sexual Objectification in Heterosexual Men

2018 ◽  
Author(s):  
Christopher M. Davids ◽  
Grace Lundquist ◽  
Gano Hasanbegovic ◽  
Kristy Wilder
Keyword(s):  
Heterosexual Men ◽  
Sexual Objectification

Agri-Business Curriculum: The Entrepreneurial Direction of Graduates

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Regie D. Patagoc
Keyword(s):  
Social Sciences ◽  
Significant Influence ◽  
Central Tendency ◽  
Personal Beliefs ◽  
Monthly Income ◽  
Private Company ◽  
Business Graduates ◽  
Administrative Procedures ◽  
Economic Profile ◽  
Self Administered Questionnaire

This study aimed to determine the entrepreneurial engagement of Agri-Business graduates from Southern Philippines Agri-Business and Marine and Aquatic School of Technology (SPAMAST), during the SY 2008-2013. The data was collected using a self-administered questionnaire, analyzed and subjected to the measures of central tendency (mean and percentage) and the Statistical Package for Social Sciences (SPSS 19.0).Results showed that graduates were within 26 to 30 years old age, female, single, most were regular workers in a private company with 1 - 3 years working experience and were practicing entrepreneurs earning a monthly income of 10,000. High rating was extended to the level of competence on attitudinal, behavioral and educational factors. It was found out that, the respondents either felt, thought and view entrepreneurship as a thing that they had dreamed to undertake after graduation because they believed that it is only doing entrepreneurial undertakings that they can fulfill the objectives of the course and their personal beliefs that success can be attained through it.Further, only few graduates had started their entrepreneurial engagement, while the majority, were still thinking about their entrepreneurial endeavor because of the difficulty in starting own business due to the complex administrative procedures involved. The demographic and socio-economic profile had no significant influence to the level of engagement while the level of competencies significantly influenced the level of entrepreneurial engagement.

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