THE RELATIONSHIP BETWEEN GENDER-ROLE BELIEFS AND SPATIAL ABILITIES IN ADOLESCENTS

SANDRA ANN ANGELO, Purdue University

Abstract

Gender-stereotypes continue to be a prevalent subject in our society. These stereotypes and the inequalities relating to these stereotypes are beginning to diminish, however, they still exist. There is evidence that channeling children into gender-appropriate behavior may limit their cognitive development. Studies suggest that children who follow appropriate-gender roles have lower overall school achievement, spatial ability, and creativity than children who follow less gender-appropriate roles. Gender-appropriate behavior is largely an expression of many gender-role beliefs (GRB). These beliefs include convictions of what is appropriate behavior for oneself and others of the same or opposite gender. The purpose of this study was to examine the relationship between GRB and spatial ability in adolescents both within- and between-genders. Three GRB variables investigated were: gender-role orientation, beliefs about gender-stereotypes, and beliefs about occupational roles. Two spatial ability variables investigated were: spatial orientation and spatial visualization. In addition, 12 secondary independent variables involving family influence, task appropriateness, and experience were examined. Six paper and pencil instruments were used to measure the variables. The instruments were administered to a total of 172 white, middle-class suburban seventh- and ninth-grade students. Findings of the study included: (1) No major relationships were found between the GRB and spatial ability scores using correlational techniques (i.e., Pearson, multiple r, canonical). (2) Regression analyses revealed that the GRB variables had no potential for explaining the superior male performance on the two spatial tests. (3) Since the three GRB variables by themselves could not explain the between-gender differences in spatial test performance, the secondary independent variables were examined to determine if they could explain the between-gender differences. This probe did not provide evidence to support the notion that several independent variables in combination may contribute to between-gender differences in spatial test performance. The following conclusions are drawn based on the results of this study: (1) No apparent relationship exists within each gender between gender-role beliefs and spatial ability in adolescents. (2) Gender-role beliefs do not appear to have any potential for explaining the between-gender differences favoring males in spatial ability.

Degree

Ph.D.

Subject Area

Developmental psychology

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