The effects of sex and gender schema classification on memory and sex stereotyping
Abstract
The purpose of this study was to examine the influence of gender-related subject variables and gender-related stimulus variables on memory and inferencing. Specific subject variables included the subject's sex, gender-role (gender schema classification), and gender-role ratings of the typical female and typical male. Subjects read a story about either a male or female protagonist. After completion of an intervening task, subjects answered multiple-choice questions about the story. Some of questions contained a correct response which served to measure the subject's memory about the story. For these items, the alternatives were feminine-stereotypic and masculine-stereotypic activities. Thus, the type of error the subject made indicated a sex-stereotyping bias. Other questions did not contain a correct response about events in the story and therefore required the subject to make an inference about the story's protagonist. The multiple-choice alternatives for these questions were non-stereotypic, feminine-stereotypic and masculine-stereotypic activities which served as a measure of sex-stereotyping. Subjects were administered the Bem Sex Role Inventory (BSRI) which was used to classify subjects according to gender schema categories suggested by gender schema theory (Bem, 1981, 1985) and self-schema theory (Markus, Crane, Berstein, & Siladi, 1982). Hypotheses derived from these theories were examined. Subjects also completed the BSRI for the typical female and typical male. Data revealed that subjects engaged in sex-stereotyping. They selected sex-stereotypic inferences congruent with the sex of the story's protagonist. Hypotheses regarding sex differences in memory and stereotyping were not supported, although incidental sex-difference effects were found. Importantly, subjects did not differ based on differences in gender schematicity as defined either by gender schema theory (Bem, 1981, 1985) or self-schema theory (Markus, et al., 1982). Finally no differences were found based on the gender-role ratings of the typical female and male.
Degree
Ph.D.
Advisors
Asher, Purdue University.
Subject Area
Educational psychology|Social psychology|Psychology
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