Religion, Gender, and the Hispanic Experience in the United States: Catholic/Protestant Differences in Religious Involvement, Social Status, and Gender-Role Attitudes

2001 ◽  
Vol 43 (2) ◽  
pp. 139 ◽  
Author(s):  
Larry L. Hunt
Keyword(s):  
United States ◽  
Gender Role ◽  
Social Status ◽  
Religious Involvement ◽  
Gender Role Attitudes ◽  
The United States ◽  
And Gender

Career plans and gender-role attitudes of college students in the United States, Japan, and Slovenia

Sex Roles ◽  
1993 ◽  
Vol 29 (5-6) ◽  
pp. 317-334 ◽  
Author(s):  
Yasuko Morinaga ◽  
Irene Hanson Frieze ◽  
Anuska Ferligoj
Keyword(s):  
United States ◽  
College Students ◽  
Gender Role ◽  
Gender Role Attitudes ◽  
The United States ◽  
Career Plans ◽  
And Gender

Socialization, Life Situations, and Gender-Role Attitudes regarding the Family among White American Women

1995 ◽  
Vol 38 (2) ◽  
pp. 241-260 ◽  
Author(s):  
Tim Futing Liao ◽  
Yang Cai
Keyword(s):  
Educational Attainment ◽  
Gender Role ◽  
White Women ◽  
General Social Survey ◽  
Gender Role Attitudes ◽  
The United States ◽  
White American ◽  
Theoretical Perspectives ◽  
And Gender ◽  
White American Women

There are two major theoretical perspectives explaining differences in gender-role attitudes: the socialization or social-learning theory, and situational theory in the form of macrosituational and microsituational (microstructural) hypotheses. In this article, we synthesize the two theories. We use data from the 1985 General Social Survey to evaluate this synthetic theory for white women in the United States. The findings show that socialization, represented by women's educational attainment being influenced by their mothers' educational attainment, has no direct impact on gender-role attitudes. Socialization does indirectly influence attitudes via women's life situations, as represented by women's life course stages and the kin composition of their social networks. Life situations are more contemporaneous than socialization and, thus, have direct effects on family-related gender-role attitudes.

Gender-Role Attitudes in University Students in the United States, Slovenia, and Croatia

2003 ◽  
Vol 27 (3) ◽  
pp. 256-261 ◽  
Author(s):  
Irene Hanson Frieze ◽  
Anuš;ka Ferligoj ◽  
Tina Kogovšek ◽  
Tanja Rener ◽  
Jasna Horvat ◽  
...  
Keyword(s):  
United States ◽  
University Students ◽  
Gender Role ◽  
Gender Role Attitudes ◽  
The United States ◽  
Attitudes Toward Women ◽  
Sexist Attitudes ◽  
Frequent Attendance ◽  
Religious Services ◽  
Over Time

Determinants of gender-role attitudes were examined in samples of university students from Pittsburgh in the United States, Ljubljana in Slovenia, and Osijek in Croatia. Surveys including items from the Attitudes Toward Women Scale and the Neosexism Scale were administered to a total of 1,544 U.S. students, 912 Slovene students, and 996 Croatian students between the years of 1991 and 2000. As predicted, men held less egalitarian or more sexist attitudes about the appropriate roles for women and men, and those with more frequent attendance at religious services held more sexist attitudes. No changes in attitudes were found for women over time, but Slovene males were found to become more traditional over time.

scholarly journals Balancing race, gender, and responsibility: Conversations with four black women in educational leadership in the United States of America

2021 ◽  
pp. 174114322199183
Author(s):  
Natasha N Johnson
Keyword(s):  
United States ◽  
Black Women ◽  
Educational Leadership ◽  
United States Of America ◽  
Hermeneutic Phenomenology ◽  
The United States ◽  
Women's Leadership ◽  
Structured Interviews ◽  
Race And Gender ◽  
And Gender

This article focuses on equitable leadership and its intersection with related yet distinct concepts salient to social justice pertinent to women and minorities in educational leadership. This piece is rooted and framed within the context of the United States of America, and the major concepts include identity, equity, and intersectionality—specific to the race-gender dyad—manifested within the realm of educational leadership. The objective is to examine theory and research in this area and to discuss the role they played in this study of the cultures of four Black women, all senior-level leaders within the realm of K-20 education in the United States. This work employed the tenets of hermeneutic phenomenology, focusing on the intersecting factors—race and gender, specifically—that impact these women’s ability and capability to perform within the educational sector. The utilization of in-depth, timed, semi-structured interviews allowed participants to reflect upon their experiences and perceptions as Black women who have navigated and continue to successfully navigate the highest levels of the educational leadership sphere. Contributors’ recounted stories of navigation within spaces in which they are underrepresented revealed the need for more research specific to the intricacies of Black women’s leadership journeys in the context of the United States.

scholarly journals Social stress and risk of declining cognition: a longitudinal study of men and women in the United States

2021 ◽  
Author(s):  
Jutta Lindert ◽  
Kimberley C. Paul ◽  
E. Lachman Margie ◽  
Beate Ritz ◽  
Teresa Seeman
Keyword(s):  
United States ◽  
Adverse Effects ◽  
Executive Functioning ◽  
Episodic Memory ◽  
Social Status ◽  
Social Stress ◽  
The United States ◽  
Subjective Social Status ◽  
Linear Regression Models ◽  
Men And Women

AbstractLimited research is available on the relationship between social stress and risk of declining cognition. We sought to examine whether social stress has adverse effects on risk of declining episodic memory and executive functioning in aging individuals. We used data from the MIDUS study, a national probability sample of non-institutionalized, English speaking respondents aged 25–74 living in the 48 contiguous states of the United States. The initial wave (1995) included 4963 non-institutionalized adults aged 32–84 (M = 55, SD = 12.4). We used an analytic sample from MIDUS-II (1996/1997) and MIDUS-III (2013) (n = 1821). The dependent variables are episodic memory and executive functioning, which were assessed with the Brief Test for Cognition (BTACT). The independent variables were social stress variables (subjective social status, family and marital stress, work stress and discrimination). To evaluate episodic memory and executive functioning changes over a time period of 10 years, we estimated adjusted linear regression models. Women report significantly lower subjective social status and more discrimination stress than men across all age groups. Controlling for education and income, age, and baseline episodic memory and executive functioning, lower subjective social status had additional adverse effects on declines in episodic memory in men and women. Marital risk had adverse effects on episodic memory in men but not in women. Daily discrimination had adverse effects on executive functioning on all individuals. Public health strategies should focus on reducing social stress in a socio-ecological perspective. Especially, subjective social status and discrimination stress might be a target for prevention efforts.

A Nationwide Survey of COVID-19 Testing in LGBTQ+ Populations in the United States

2021 ◽  
pp. 003335492110181
Author(s):  
Richard J. Martino ◽  
Kristen D. Krause ◽  
Marybec Griffin ◽  
Caleb LoSchiavo ◽  
Camilla Comer-Carruthers ◽  
...  
Keyword(s):  
United States ◽  
Gay Men ◽  
Antibody Test ◽  
Nationwide Survey ◽  
The United States ◽  
Sociodemographic Characteristics ◽  
Full Time ◽  
Test Results ◽  
Antibody Testing ◽  
And Gender

Objectives Lesbian, gay, bisexual, transgender, or queer and questioning (LGBTQ+) people and populations face myriad health disparities that are likely to be evident during the COVID-19 pandemic. The objectives of our study were to describe patterns of COVID-19 testing among LGBTQ+ people and to differentiate rates of COVID-19 testing and test results by sociodemographic characteristics. Methods Participants residing in the United States and US territories (N = 1090) aged ≥18 completed an internet-based survey from May through July 2020 that assessed COVID-19 testing and test results and sociodemographic characteristics, including sexual orientation and gender identity (SOGI). We analyzed data on receipt and results of polymerase chain reaction (PCR) and antibody testing for SARS-CoV-2 and symptoms of COVID-19 in relation to sociodemographic characteristics. Results Of the 1090 participants, 182 (16.7%) received a PCR test; of these, 16 (8.8%) had a positive test result. Of the 124 (11.4%) who received an antibody test, 45 (36.3%) had antibodies. Rates of PCR testing were higher among participants who were non–US-born (25.4%) versus US-born (16.3%) and employed full-time or part-time (18.5%) versus unemployed (10.8%). Antibody testing rates were higher among gay cisgender men (17.2%) versus other SOGI groups, non–US-born (25.4%) versus US-born participants, employed (12.6%) versus unemployed participants, and participants residing in the Northeast (20.0%) versus other regions. Among SOGI groups with sufficient cell sizes (n > 10), positive PCR results were highest among cisgender gay men (16.1%). Conclusions The differential patterns of testing and positivity, particularly among gay men in our sample, confirm the need to create COVID-19 public health messaging and programming that attend to the LGBTQ+ population.

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