Why “Gender” disappeared from the gender gap: (re-)introducing gender identity theory to educational gender gap research

21st Century Neo-Androgyny: What Is Androgyny Anymore and Why We Should Still Care

The notion of psychological androgyny as a research tool loiters on in an incapacitated state. The lack of a general theory and the belief that the biological gender differences are insignificant to non-existent has been the seeds for its de-construction. Over the decades, the testing of ideas associated with androgyny has declined. Indeed, the debates over its usefulness as a construct ended long ago. The judgment nowadays is that debating the constructs of masculinity, femininity, and androgyny as behavioral traits has been long settled, and a contemporary revisiting of androgyny is not warranted. However, from another contemporary viewpoint, if androgyny is to have any future, it needs a new theory devoid of masculinity and femininity. We present a novel theory with the potential to do just that. This article details a new de-gendered theory of psychological androgyny, neo-androgyny, as a candidate to replace traditional models that are now considered outdated and irrelevant. We present five potential factors for inclusion in a de-gendered model: social efficacy, creativity, capability, eminence, and determination. We review these factors concerning the future of androgyny theory.

Explaining the Voluntary Compliance to COVID-19 Measures: An Extrapolation on the Gender Perspective

The discourse of gender amidst the COVID-19 pandemic had been a big fuss. Amongst the discussions is the gender-related responses to COVID-19 that generally assume females to better respond to COVID-19 than males. Despite the converging assumptions, previous studies tend to conceptualize gender as binary biological sex, and consequently, there is little understanding of the gender-COVID-19 measures compliance relationship. By taking gender as a multidimensional perspective, this research aims to examine the relationship between sex, gender psychology, and gender-role with voluntary compliance to COVID-19 measures as well as the moderating role of situational aspects that can activate individuals' responses toward COVID-19. A survey had been conducted in Indonesia, as Indonesia represents a country with relaxed COVID-19 restrictions making voluntary compliance is deemed important. Consistent with our predictions and previous studies, females tend to better comply with COVID-19 when gender is treated as dichotomous sex. However, a closer look at the gender dimensions revealed that gender psychology (feminine vs masculine) and gender-role (traditional vs egalitarian) provide a better explanation of the specific compliance behaviour toward COVID-19 measures. Interestingly, although situational pathogen avoidance (SPA) directly leads to adherence to several compliance behaviours, it does not moderate the four compliance behaviour of COVID-19 measures. Theoretical and practical contributions are further discussed.

Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile

In Chile, as in other countries, there are large gender gaps in reading achievement. One factor that may explain some of these results is male and female students’ motivation towards reading and books. The present study examined gender-related factors that contribute to explain students’ reading motivation. One hundred and fifteen Chilean secondary students completed measures of reading motivation, gender identity and reading gender stereotypes. A multivariate analysis of variance showed that after controlling for language arts achievement, female students exhibited higher levels of reading motivation, in both dimensions: self-concept and value. Paired samples t-tests showed that all participants, male and female, viewed reading as a more feminine endeavor, revealing reading gender stereotypes. A multiple regression analysis showed that reading gender stereotypes explained significant variance in students’ reading self-concept. Expressive identity traits (stereotypically feminine) as well as self-reported sexism both explained significant variance in the value that students associated with reading. The study offers empirical evidence about a relevant but understudied topic, especially in this region. These findings may contribute to the promotion of equal literacy development opportunities for students of both sexes in Latin America.

When Gender Stereotypes Get Male Adolescents into Trouble: A Longitudinal Study on Gender Conformity Pressure as a Predictor of School Misconduct

School misconduct is a threat to educational careers and learning. The present study sheds light on why male adolescents in particular are prone to school misconduct. Qualitative research has argued that male adolescents’ construction of masculinity is a factor driving their school misbehavior. We examined the role of felt pressure to conform to gender stereotypes in predicting school misconduct among male and female adolescents. Data were provided by a three-wave panel study encompassing more than 4200 Flemish early adolescents (ages 12–14). Three-level growth curve models showed that male adolescents misbehaved more in school than female adolescents did. Male adolescents also demonstrated a steeper increase in school misconduct than female adolescents. Furthermore, greater felt gender conformity pressure predicted an increase in school misconduct in male adolescents but not in female adolescents. We conclude that school misconduct forms part of an enactment of masculine gender identity with detrimental consequences for male adolescents’ educational achievement.