当群体间接触与新兴成年人的性别偏见信念相关时。

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL British Journal of Developmental Psychology Pub Date : 2023-09-22 DOI:10.1111/bjdp.12462
Joyce J. Endendijk
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引用次数: 0

摘要

这项研究考察了新兴成年人与同性别和其他性别的朋友以及其他性别的浪漫伴侣的接触是否与他们的性别歧视和性别不平等信仰有关,以及这些联系是否受到他们的性别或性别满足感(对自己的性别感到满足)的调节。荷兰新兴成年人(N = 381,18-25 51%女性)完成了一项在线调查。分层多元回归分析显示,在对自己的性别不太满意的人中,更多的其他性别接触与更少的性别不平等信念和更少的敌意性别歧视有关,但在对自己性别高度满意的人身上,与更多的敌意性别歧视有关。更多的同性接触与更仁慈的性别歧视和性别不平等信念有关,也与男性的敌意性别歧视有关。与浪漫伴侣的接触与性别偏见信念无关。因此,与朋友的同性接触和其他性别接触都与性别偏见有关,这取决于性别和性别满足感。
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When intergroup contact correlates with gender-prejudice beliefs of emerging adults

This study examined whether the contact emerging adults have with same-gender and other-gender friends, and other-gender romantic partners is associated with their sexist and gender-inequality beliefs, and whether these associations are moderated by their gender or gender contentedness (feeling content with one's gender). Dutch emerging adults (N = 381, 18–25 years old, 51% female) completed an online survey. Hierarchical multiple regression analyses revealed that more other-gender contact was associated with less gender-inequality beliefs and with less hostile sexism in people who felt less content with their gender, but with more hostile sexism in people who feel highly content with their gender. More same-gender contact was associated with more benevolent sexism and gender-inequality beliefs, as well as with men's hostile sexism. Contact with romantic partners was not associated with gender-prejudice beliefs. Thus, same-gender contact and other-gender contact with friends each are associated with gender prejudice, depending on gender and gender contentedness.

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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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