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Date Available
4-27-2017
Year of Publication
2017
Document Type
Master's Thesis
Degree Name
Master of Science (MS)
College
Arts and Sciences
Department/School/Program
Psychology
Faculty
Dr. Christia S. Brown
Faculty
Dr. Mark T. Fillmore
Abstract
Girls grow up in a culture of ubiquitous female sexualization, and this culture propagates stereotypes that could interfere with their academic outcomes. The current study examined the academic correlates of these sexualized gender stereotypes (SGS) among early adolescent girls. Girls (N = 99) aged 11 to 14 (Mage = 12.4 years, SD = .57 years) completed a survey assessing their academic performance, attitudes, and beliefs. The survey also assessed the degree to which girls believed that boys and girls should act in accordance with these sexualized gender stereotypes. Results indicated that higher endorsement of sexualized gender stereotypes was associated with lower academic performance, more negative academic attitudes, and less adaptive approaches to learning. Implications for girls’ academic trajectories are discussed.
Digital Object Identifier (DOI)
https://doi.org/10.13023/ETD.2017.178
Recommended Citation
Nelson, Andrew A., "Too Pretty for Homework: The Academic Correlates of Sexualized Gender Stereotypes Among Adolescent Girls" (2017). Theses and Dissertations--Psychology. 115.
https://uknowledge.uky.edu/psychology_etds/115
