Suchergebnisse
Filter
9 Ergebnisse
Sortierung:
Contradictions in women's education: traditionalism, careerism, and community at a single-sex college
In: Sociology of education series
Gender and friendship: Why are men's best same‐sex friendships less intimate and supportive?
In: Personal relationships, Band 7, Heft 1, S. 63-78
ISSN: 1475-6811
AbstractDespite efforts to dismiss it, the finding that men's same‐sex friendships are less intimate and supportive than women's is robust and widely documented. We tested six possible explanations for this finding: lack of parental models for friendship, emotional restraint, homophobia, masculine self‐identity, competitive strivings, and role conflicts. Of these, emotional restraint and homophobia toward gay men provided the most explanatory power for gender effects on both intimacy and support in best friendships. Masculine self‐identity mediated the relationship between gender and intimate–but not supportive–friendship; and having a same‐sex parent with close friendships mediated the relationship between gender and supportive–but not intimate–friendship. Unexpected findings about the importance of a status orientation toward friendship suggest that researchers should abandon the male‐deficit model of friendship in favor of studying the reasons why some men and women seek close same‐sex friendships.
Gender, equity, and schooling: policy and practice ; [Missouri Symposium on Research and Educational Policy, volume 2 ; on March 30-31, 1995, the Second Missouri Symposium on Research and Educational Policy was held in Columbia]
In: Garland reference library of social science 1143
What do Students Want?: Expectations and Undergraduate Persistence
In: The sociological quarterly: TSQ, Band 33, Heft 3, S. 321-335
ISSN: 1533-8525
Normative, Preferential, and Belief Modes in Adolescent Prejudice
In: The sociological quarterly: TSQ, Band 18, Heft 4, S. 574-588
ISSN: 1533-8525
Social Influence, Self-Referent Identity Labels, and Behavior
In: The sociological quarterly: TSQ, Band 26, Heft 2, S. 159-185
ISSN: 1533-8525