The Role of School Context Factors for Gender Role Attitudes: General and Differential Associations between Female and Male Adolescents
Saved in:
| Title: | The Role of School Context Factors for Gender Role Attitudes: General and Differential Associations between Female and Male Adolescents |
|---|---|
| Language: | English |
| Authors: | Tatjana Taraszow (ORCID |
| Source: | Youth & Society. 2024 56(5):967-991. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary School Students, Gender Differences, Sex Role, Adolescent Attitudes, Peer Influence, Socioeconomic Status |
| Geographic Terms: | Germany |
| DOI: | 10.1177/0044118X231205927 |
| ISSN: | 0044-118X 1552-8499 |
| Abstract: | During adolescence, socialization of gender role attitudes (GRA) shifts from parents to peers, friends, and classmates; thus, it takes place primarily in the school context. Accordingly, previous studies identified school-related factors associated to adolescents' GRA. However, little is known about the relative importance of these factors as well as about the factors' differences between females' and males' GRA. This study investigates the relevance of several school factors on adolescents' GRA and gender differences. Using data from the German National Educational Panel Study (N = 10,866), the results show that attending a higher educational school type, higher classmates' socio-economic background, lower proportion of female classmates, and more egalitarian classmates' GRA are related to more individual egalitarian GRA. Furthermore, the relation between classmates' GRA and individual GRA is more pronounced for males than females. The study further discusses starting points for possible interventions. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1426418 |
| Database: | ERIC |
Be the first to leave a comment!
