Thematic analysis was used to explore how emerging adults explained their preferences for two marriage traditions: marriage proposals and surname changes. Quantitative analyses were subsequently used to examine the association between benevolent sexism and participants' marriage-tradition preferences. A sample of 277 undergraduates (M = 19 years) completed a survey that included open- and closed-ended questions about attitudes toward marriage traditions and gender-role ideology. Results of the thematic analysis indicated that both women and men tended to hold traditional marriage preferences-especially with regards to marriage proposals. Multiple regression indicated that endorsing benevolent sexism was related to holding more traditional preferences. The findings are interpreted in relation to the role that hidden power may play in many heterosexual romantic relationships. © The Author(s) 2013.

Friendship group characteristics, motivation, and gender were investigated in relation to adolescents' science, technology, engineering, and math (STEM) career interest. The sample was comprised of 468 high school students (M = 16 years, range = 13-18) from diverse ethnic backgrounds. Participants rated their friendship group's support of STEM as well as their personal motivation in science. They separately rated the friendship group's support of English and personal motivation in English. Other predictors included friendship group characteristics (importance, gender composition) and background variables such as gender. Group support of STEM (but not English) and science motivation (but not English motivation) predicted STEM career interest. Group characteristics and participant gender moderated the effects. Findings suggest social identities and self-concepts may shape youths' STEM career choices. © 2012 Society for Research on Adolescence.

Robin Lakoff proposed that women are more likely than men to use tentative speech forms (e.g., hedges, qualifiers/disclaimers, tag questions, intensifiers). Based on conflicting results from research testing Lakoff's claims, a meta-analysis of studies testing gender differences in tentative language was conducted. The sample included 29 studies with 39 independent samples and a combined total sample of 3,502 participants. Results revealed a statistically significant but small effect size (d =.23), indicating that women were somewhat more likely than men to use tentative speech. In addition, methodological moderators (operational definition, observation length, recording method, author gender, and year of study) and contextual moderators (gender composition, familiarity, student status, group size, conversational activity, and physical setting) were tested. Effect sizes were significantly larger in studies that (a) observed longer (vs. shorter) conversations, (b) sampled undergraduates (vs. other adults), (c) observed groups (vs. dyads), and (d) occurred in research labs (vs. other settings). The moderator effects are interpreted as supporting proposals that women's greater likelihood of tentative language reflects interpersonal sensitivity rather than a lack of assertiveness. In addition, the influence of self-presentation concerns in the enactment of gender-typed behavior is discussed. © The Author(s) 2011.

This research assessed children’s same-gender favoritism by examining whether children value traits descriptive of their own gender more than traits descriptive of the other gender. We also investigated whether children’s proportion of same-gender friends relates to their same-gender favoritism. Eighty-one third and fourth grade children from the Midwest and West Coast of the U.S. rated how well 19 personality traits describe boys and girls, and how important each trait is for their gender to possess. Results replicate and extend past trait assignment research by demonstrating that both genders valued same-gender traits significantly more than other-gender traits. Results also indicated that boys with many same-gender friends derogated feminine-stereotyped traits, which has implications for research on masculinity norms within male-dominated peer groups.

Background

Mentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psychologically identify with science. Participants were 66 undergraduate-mentor dyads who worked together in a research apprenticeship. The undergraduate sample was predominantly composed of women, first-generation college students, and members of ethnic groups that are historically underrepresented in science.

Results

Findings illustrated that undergraduates who reported receiving more instrumental and socioemotional mentoring were higher in scientist identity. Further, mentors who reported engaging in higher levels of negative mentoring had undergraduates with lower scientist identity. Qualitative data from undergraduates' mentors provided deeper insight into their motivation to become mentors and how they reason about conflict in their mentoring relationships.

Conclusions

Discussion highlights theoretical implications and details several methodological recommendations.

Background

Mentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psychologically identify with science. Participants were 66 undergraduate-mentor dyads who worked together in a research apprenticeship. The undergraduate sample was predominantly composed of women, first-generation college students, and members of ethnic groups that are historically underrepresented in science.

Results

Findings illustrated that undergraduates who reported receiving more instrumental and socioemotional mentoring were higher in scientist identity. Further, mentors who reported engaging in higher levels of negative mentoring had undergraduates with lower scientist identity. Qualitative data from undergraduates' mentors provided deeper insight into their motivation to become mentors and how they reason about conflict in their mentoring relationships.

Conclusions

Discussion highlights theoretical implications and details several methodological recommendations.