SEX-ROLE PERCEPTIONS OF INDIANA HIGH SCHOOL SENIOR MALE STUDENTS
Abstract
This research was a descriptive study of the sex-role perceptions of high school senior males in relation to the consumer and homemaking programs in Indiana. Data were collected during the subjects' final semester in high school using the Bem Sex-Role Inventory (BSRI). Consumer and homemaking studies were the independent variable on which the BSRI, the dependent variable was observed for differences among three groups, completers, enrollees, and non-electors. Completers and enrollees were collapsed as electors for some of the analyses. Curriculum emphasis, future plans, high school grades, parents' occupations and length of mothers' employment were included in the analysis as moderator variables, capable of modifying relationships between the independent and dependent variable. Consumer and homemaking courses were divided into two categories, skill-oriented and non-skill-oriented. Nine schools were selected from urban, non-urban, and rural population densities. Data were collected by the researcher during a six-week period, not exceeding three weeks into the semester for any given school. The BSRI treats masculinity and femininity as two orthogonal dimensions. Therefore, two independent scores are obtained for each subject, a mean masculinity score and mean femininity score. These scores are used to devise a median for a masculinity scale and a median for a femininity scale which is then used to classify individuals into one of four personalities: Androgynous individuals, those who score above the median on both scales; undifferentiated individuals, those who score below the median on both scales; masculine personalities, those who score above the median on the masculinity scale and below the median on the femininity scale; and feminine personalities, those who score below the median on the masculinity scale and above the median on the femininity scale. Frequencies were compiled from the BSRI in addition to those on the dependent and moderator variables. The Chi Square test of independence was employed to determine relationships between sex-role perceptions and the three groups within the independent variable. Some conclusions for this study were: (1) No differences in sex-role perceptions were evident among completers, enrollees and non-electors. (2) There is no relationship between sex-role perception and skill-oriented coursework. (3) Completers of non-skill coursework are less likely to be sex-stereotyped than enrollees. (4) Sex-role perceptions of non-electors are related to curriculum emphasis. (5) Sex-role perceptions of electors are not related to curriculum emphasis. (6) College bound non-electors tend to be masculinely stereotyped whereas work bound non-electors tend to be undifferentiated (non-stereotyped). Electors show this same trend. (7) High grades are related to masculine electors as well as non-electors. (8) Average grades are related to undifferentiated electors as well as non-electors. Androgyny is positively related to high grades. (9) Consumer and homemaking students with high grades are no less sex-stereotyped than the non-electors with high grades. This study provides baseline data for further study. It also reveals data which will facilitate decisionmaking for curricular changes as well as recruitment patterns.
Degree
Ph.D.
Subject Area
Home economics education
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