“What It Means To Be a Woman:” Ambivalent Sexism in Female College Students’ Experiences and Attitudes

This study used content analysis to examine if themes related to ambivalent sexism (Glick and Fiske 1996 ) emerged when female students wrote an essay answering the question “What does it mean to be a woman?” and examined the relationship between Ambivalent Sexism Inventory (ASI) scores (Glick and F...

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Bibliographic Details
Published in:Sex roles 2010-04, Vol.62 (7-8), p.554-567
Main Authors: Fields, Alice M., Swan, Suzanne, Kloos, Bret
Format: Article
Language:English
Subjects:
Attitudes
Behavioral Science and Psychology
College Students
Content analysis
Essays
Females
Gender Bias
Gender equity
Gender Studies
Individualized Instruction
Medicine/Public Health
Original Article
Psychology
Sex roles
Sexism
Sociology
Undergraduate Students
Women
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Summary:This study used content analysis to examine if themes related to ambivalent sexism (Glick and Fiske 1996 ) emerged when female students wrote an essay answering the question “What does it mean to be a woman?” and examined the relationship between Ambivalent Sexism Inventory (ASI) scores (Glick and Fiske 1996 ) and content analysis. Participants were 78 female undergraduate students in the Southeastern U.S. Findings revealed themes related to ambivalent sexism were present in 99% of essays, indicating that ambivalent sexism is highly relevant to women’s gendered experiences. Furthermore participants’ ASI scores were positively correlated with a sexism score created from coded essay content. The discussion addresses theoretical and contextual implications of the findings.
ISSN:0360-0025
1573-2762
DOI:10.1007/s11199-009-9674-9