How Sexism Makes the Man: Examining the Relationship Between Masculinity, Ambivalent Sexism, and Gender Stereotyping

Masculinity is a precarious social status, meaning it can be lost through social and gender transgressions (Bosson & Vandello, 2011). Men often act in stereotypically masculine ways to reassert their masculinity and restore their social status after it has been threatened. The current study also examines masculinity in a new way, as a collective gender identity (e.g., Tajfel, 1982). I hypothesized that threatened men and men who identify as more masculine will display masculinity through more polarized attitudes towards traditional and nontraditional groups of men and women, endorsing traditional gender stereotypes, and intensified ambivalently sexist attitudes. Two empirical studies tested these hypotheses. While the gender threat manipulation was unsuccessful, statistical analyses of results revealed relationships between masculine identification, ambivalent sexism, and gender stereotypes. Hostile sexism predicted negative attitudes towards nontraditional men and women, benevolent sexism predicted favorable attitudes toward men and women. Masculine identification predicted favorable attitudes towards masculine men and traditional women, and negative attitudes towards feminine men. Interestingly masculine identification did not predict unfavorable attitudes towards other nontraditional men. These results suggest masculinity is a collective identity, in which attitudes towards other men and women are influenced by in-group/out-group relations

Faculty development to enhance humanistic teaching and role modeling: a collaborative study at eight institutions.

BackgroundThere is increased emphasis on practicing humanism in medicine but explicit methods for faculty development in humanism are rare.ObjectiveWe sought to demonstrate improved faculty teaching and role modeling of humanistic and professional values by participants in a multi-institutional faculty development program as rated by their learners in clinical settings compared to contemporaneous controls.DesignBlinded learners in clinical settings rated their clinical teachers, either participants or controls, on the previously validated 10-item Humanistic Teaching Practices Effectiveness (HTPE) questionnaire.ParticipantsGroups of 7-9 participants at 8 academic medical centers completed an 18-month faculty development program. Participating faculty were chosen by program facilitators at each institution on the basis of being promising teachers, willing to participate in the longitudinal faculty development program.InterventionOur 18-month curriculum combined experiential learning of teaching skills with critical reflection using appreciative inquiry narratives about their experiences as teachers and other reflective discussions.Main measuresThe main outcome was the aggregate score of the ten items on the questionnaire at all institutions.Key resultsThe aggregate score favored participants over controls (P = 0.019) independently of gender, experience on faculty, specialty area, and/or overall teaching skills.ConclusionsLongitudinal, intensive faculty development that employs experiential learning and critical reflection likely enhances humanistic teaching and role modeling. Almost all participants completed the program. Results are generalizable to other schools

Faculty Development to Enhance Humanistic Teaching and Role Modeling: A Collaborative Study at Eight Institutions

BACKGROUND: There is increased emphasis on practicing humanism in medicine but explicit methods for faculty development in humanism are rare. OBJECTIVE: We sought to demonstrate improved faculty teaching and role modeling of humanistic and professional values by participants in a multi-institutional faculty development program as rated by their learners in clinical settings compared to contemporaneous controls. DESIGN: Blinded learners in clinical settings rated their clinical teachers, either participants or controls, on the previously validated 10-item Humanistic Teaching Practices Effectiveness (HTPE) questionnaire. PARTICIPANTS: Groups of 7-9 participants at 8 academic medical centers completed an 18-month faculty development program. Participating faculty were chosen by program facilitators at each institution on the basis of being promising teachers, willing to participate in the longitudinal faculty development program. INTERVENTION: Our 18-month curriculum combined experiential learning of teaching skills with critical reflection using appreciative inquiry narratives about their experiences as teachers and other reflective discussions. MAIN MEASURES: The main outcome was the aggregate score of the ten items on the questionnaire at all institutions. KEY RESULTS: The aggregate score favored participants over controls (P = 0.019) independently of gender, experience on faculty, specialty area, and/or overall teaching skills. CONCLUSIONS: Longitudinal, intensive faculty development that employs experiential learning and critical reflection likely enhances humanistic teaching and role modeling. Almost all participants completed the program. Results are generalizable to other schools