Benevolent Sexism and Gender-Role Consciousness : Focusing on: Paternalism/ Maternalism, Complementary Gender Differentiation and Heterosexual Intimacy

The purpose of the present study was to examine the relationship between benevolent sexism and gender-role consciousness. This study focused on the three sources of benevolent sexism: paternalism/maternalism, complementary gender differentiation, and heterosexual intimacy. Forty university students completed a questionnaire which consists of benevolent sexism (ASI: Ambivalent Sexism Inventory or AMI: Ambivalent toward Men Inventory) and gender-role consciousness (M-H-F Scale). The main results were as follows: (1) Masculinity promoted benevolent sexism in both of male and female; (2) There was no influence of gender-role consciousness on complementary gender differentiation of men nor maternalism of female; (3) However, I found that the reliability of the three sources of ASI or AMI by α coefficients was low

送り手の性役割期待を内包する言葉かけが受け手に与える影響

広島大学(Hiroshima University)博士(教育学)Doctor of Philosophy in Educationdoctora

The influence of peer comments from sender with different intimacy on motivation

The purpose of this study was to examine the influence of peer comments from sender with different intimacy on motivation. The peer comments scenes consisted of compliments or scolded comments during classes and cleaning. The intimacies to comment senders were also control by the distance of peers (whether to play together often or not). Fifty-seven university students, 29 males and 28 females, were participated in this study. Participants were divided into a compliments group and a scolded comments group, and each group responded to the motivational scale after reading the 4 stories (2 scenes X 2 distances). The main results were as follows: (1) The motivation score of the compliments group was higher than that of the scolded comments group. (2) The motivation score in class scenes was higher than cleaning scenes. (3) The effect of the scene was only a significant trend in the scolded comments group. (4) There was no effect of intimacy with the sender on motivation.本論文は平成25年度卒業論文を加筆修正したものです

How Occurs the Awareness of and the Acceptance of being Asexual?: Case study by life-story interview

The purpose of this study was to examine a process of self-awareness of being Asexual by conducting a life story interview. We also examined how accept it was done. Asexuals are those individuals who are low on attraction for both sexes (Storm, 1980). A woman, who is asexual and hetero-romantic (called nonsexual in Japan), was interviewed for a few hours. She feels romantic feelings towards opposite sex. As a result of analyzing the narrative contents, the contents related to gender were summarized mainly in "romance", "study abroad", "coming out", "future uneasiness and prospects", "relationship with friends". As a process of self-awareness in Asexual, it was thought that there are the following two stages. It is (1) to recognizing gaps with surrounding values and thinking, through romantic experiences etc..., (2) to know the term Asexual, or to know the existence of other asexuals. As for self-acceptance, it was inferred that in the case of A, it is often done at the same time with self-awareness

Influence of Gender-Role Expectations on University Students’ Self-Presentation: Focus on gender-personality characteristics

The purpose of this study was to examine the influences of comments including the gender-role expectations on university students’ self-presentation. We also examined whether the influence on self-presentation varies depending on the receiver’s sex and gender-role view. One-hundred-seventy nine university students (58 male and 121 female students) participated in this study. The participants were divided into eight groups according to sex, experimental conditions on gender-role expectation, and gender-role view. Their self-presentations were measured by M-H-F scale with 3 characteristics of gender-role related to masculinity, humanity and femininity. The main results were as follows: (1) When receiving the traditional gender-role expectation, male students presented masculinity more than did female students. (2) Female students who received the non-traditional gender-role expectation presented more masculinity than did other female students who received the traditional gender-role expectation. (3) When receiving the traditional gender-role expectation, female students presented more femininity than did male students. (4) Male students who received the non-traditional gender-role expectation presented more humanity than did other male students who received the traditional gender-role expectation. (5) When receiving the non-traditional gender-role expectation, male students with high traditional gender-role view presented more humanity than did male students with low traditional gender-role view

Determinants of pre-service teacher’s knowledge on sexual minorities and of confidence in the accuracy of knowledge

The purpose of the present study was to clarify the determinants of pre-service teacher’s knowledge on sexual minorities and of confidence in the accuracy of knowledge. We investigated their accurate knowledge on sexual minorities, confidence in it, opportunity to gain it and task value, and examines the relationship to one another. Ninety pre-service teacher completed a questionnaire. The main results were as follows: (1) Amount of accurate knowledge is related to confidence in the accuracy of knowledge; (2) A group with a large accurate knowledge amount has more opportunities to obtain information by manga and acquaintances than a group with a small accurate knowledge amount; (3) A group with a large accurate knowledge amount has more practical value of use for learning about LGBT

The changes in the gender-role expectations through the classification of gender related traits

The purpose of this study was to examine the changes in the gender-role expectations through the classification of gender related traits. The gender-role expectations of university students in recent times were investigated using items of the M-H-F scale (Ito, 1978) which composed of gender related traits. Sixty-eight university students, 37 males and 31 females, were participated in this study. Participants asked to answer the M-H-F scale of self-concept, desirability for males and females, and Communion-Agency Scale (Dohi & Hirokawa, 2004). The main results were as follows: (1) Factor analysis on scores of gender importance for males or females showed the male role factor and the female role factor. However, some female role factor traits in this study included traits which were classified as masculinity traits in Ito (1978). (2) There were significant correlation with corresponding CAS factors. (3) The female role factor scores were higher than the male role factor scores in both males and females. These results suggested that female role expectations is changing

Differences in the Learning of Beginning Learners and Specialized Scientists in the Field of Ethics : From the Viewpoint of Schemas and Narratives

本研究では，価値領域における倫理の観点について，専門科学者の学びの過程（論文作成過程）と，大学院生による学びの過程（論文の読解過程）の相違について検討する。課題論文は，「生命圏倫理学の論点―倫理学の視点から―」（畠中和生，2005，2006）である。学習者の学びの過程を専門科学者の研究（学び）の過程に変換する方法として，学校教育現場で一般的に用いられるテキストを読んで理解したことを文章や図でまとめる方法を用いた。加えて，畠中氏に，直接インタビューに出向いて，論文についての理解を補った。その結果，内容の理解不足に関しては，スキーマの不足が要因として考えられたが，これは時間をかければ克服できることがわかった。しかしながら，この方法では専門科学者の隠れたメッセージは十分読み取れないこともわかった。倫理学の領域は，自然科学や工学の領域のように，具体的な例が存在するとは限らない。このため，スキーマだけでは伝わらないものは多いと考えられる。本研究では，スキーマだけでは示しにくいものも，ナラティブズ（語り）によって伝えられる可能性を示した。今後は，倫理学の領域で専門科学者の隠れたメッセージを読み取る学習方法を検討していく必要があるだろう。This study investigated the differences between the learning process (the paper writing process) of a specialized scientist and that of graduate students (the process of understanding a paper) in the field of ethics. The selected paper was “On the Main Topics of Biosphere Ethics: From the Viewpoint of Philosophical Ethics” by Kazuo Hatakenaka (2005, 2006). As a method of transforming a student’s learning process into a process of the scientist conducting the research study, graduate students organized their understanding of the paper using summaries and figures, which is a method often utilized in classrooms. In addition, Prof. Hatakenaka was interviewed in order to supplement her understanding of the paper. As a result, we found that a lack of schema of the graduate student was the reason for inadequate understanding of the text, but it could be overcome by investing more time in the process of understanding the paper. However, we also found that this method did not enable a deep understanding of underlying messages of the author. In the field of ethics, there are not always concrete examples as like is the case in the fields of natural sciences and engineering. Therefore, to understand the paper precisely in the field of ethics, a beginning learner could have limits just activating her/his schemas. This study suggested a possibility that narratives could establish contexts to understand them correctly using her/his schemas. We need more studies to investigate learning methods for understanding messages of specialized scientists deeply in the field of ethics

Does the Group Size during a Picture Book-reading Affect the Pre-school Children's Response?

The purpose of this study was to investigate the influence of group size on the response during a picture book-reading by the pre-school children. Five or six-year old children of kindergarten (N=28) were assigned to the "3 people" group and "8 people" group. The checklist was created from the responses observed during the picture book-reading. The checklist consisted of 16 responses categorized into 5 types, i.e., "utterance", "facial expression", "action", "gaze", and "response to other people" . Analysis of variance for each response, with group size ( "3 people" group, "8 people" group) and time section (first half, latter half) as independent variables, were performed. The main results were as follows: (1) The response to "see the child who talked" was higher in the "8 people" group than the "3-person" group, in the latter half. (2) The "laugh out loud" response was higher in the "8 people" group than the "3 people" group, in both the first half and the latter half. Based on these results, the features of each group size were discussed