The observation of girls and boys study in college for many years elicits there is a key to construct students' gender which affect their study and job choosing after graduation. In order to make teaching more eff...The observation of girls and boys study in college for many years elicits there is a key to construct students' gender which affect their study and job choosing after graduation. In order to make teaching more effective and efficient, understanding what constructs genders becomes necessary for designing the curriculum. Some literatures tell that gender stereotypes exist ineradicably in our society. The gender stereotypes construct children's gender through their parents, mass media and their peer groups.The stereotypes believe boys wear blue and girls wear pink; boys always choose astronaut, lawyer, dentist as their job and girls prefer to be a nurse or a teacher. Gender stereotypes occur some negative phenomenon such as sex discrimination, restriction on personality development, and inefficient cooperation between male and female in our society. Educators should show a correct direction to students in their gender construction. There are 4 teaching approaches introduced to educator in the essay to reduce the influence of gender stereotypes on students. They are"access and equity""valuing girls' and boys' skills and experiences""acknowledging differences among girls and boys", and"challenging and critically examining the social structures". Students can understand themselves objectively and clearly, shape their personality positively, and develop their interests appropriately through the approaches in education.展开更多
It is unknown whether the famous sex-related difference in emotion processing is accounted for by biological sex,gender role,or their interaction.To clarify the issue,in Study 1 we recorded event-related potentials in...It is unknown whether the famous sex-related difference in emotion processing is accounted for by biological sex,gender role,or their interaction.To clarify the issue,in Study 1 we recorded event-related potentials in response to negative and positive images of diverse intensities when 47 masculine(26 males)and 47 feminine(22 males)subjects performed a non-emotional task.The occipital P1 and N1 amplitudes were larger in women than in men,while feminine subjects showed larger N1 amplitudes than masculine subjects,regardless of sex.Moreover,feminine subjects showed enhanced frontocentral N2(210–270 ms)amplitudes for highly and mildly negative than for neutral stimuli,while masculine subjects showed an emotion effect only for highly negative stimuli.The feminine-specific effect for mildly negative stimuli was positively correlated to the feminine score,and this correlation was located to the anterior cingulate and the superior and medial frontal gyri.Furthermore,feminine but not masculine subjects showed enhanced parietal P3(330–560 ms)amplitudes for highly and mildly positive than for neutral stimuli,an effect positively related to the feminine score and localized to the precuneus,posterior cingulate,and superior temporal gyrus.Machine learning analyses verified that single-trial N2 and P3 amplitudes of feminine subjects reliably discriminated the intensity of negative and positive stimuli,respectively.For ecological considerations,in Study 2 we used an observational approach(n=300)and confirmed that feminine gender role,rather than biological sex,predicted individual differences in daily experience of emotion-related psychopathological symptoms.These findings provide solid evidence for the critical impact of gender role rather than sex on emotional susceptibility.展开更多
Previous research has implicated the involvement of androgens in sex-role orientation in males, from studies of 2nd to 4th digit ratio (a purported marker of prenatal testosterone). The present pilot study investigate...Previous research has implicated the involvement of androgens in sex-role orientation in males, from studies of 2nd to 4th digit ratio (a purported marker of prenatal testosterone). The present pilot study investigates the relationship between salivary testosterone levels and sex-role orientation using Bem Sex Role Inventory (BSRI) scores in adult males. Twenty-one males (aged 18-24) completed the BSRI and provided saliva samples for assay. BSRI Femininity scores were significantly negatively correlated with testosterone levels;the higher the Femininity scores, the lower the testosterone levels. There was no relation of BSRI Masculinity scores with testosterone levels. Our preliminary results add to the research suggesting that sex-role orientation in males may be partially related to underlying hormone levels.展开更多
文摘The observation of girls and boys study in college for many years elicits there is a key to construct students' gender which affect their study and job choosing after graduation. In order to make teaching more effective and efficient, understanding what constructs genders becomes necessary for designing the curriculum. Some literatures tell that gender stereotypes exist ineradicably in our society. The gender stereotypes construct children's gender through their parents, mass media and their peer groups.The stereotypes believe boys wear blue and girls wear pink; boys always choose astronaut, lawyer, dentist as their job and girls prefer to be a nurse or a teacher. Gender stereotypes occur some negative phenomenon such as sex discrimination, restriction on personality development, and inefficient cooperation between male and female in our society. Educators should show a correct direction to students in their gender construction. There are 4 teaching approaches introduced to educator in the essay to reduce the influence of gender stereotypes on students. They are"access and equity""valuing girls' and boys' skills and experiences""acknowledging differences among girls and boys", and"challenging and critically examining the social structures". Students can understand themselves objectively and clearly, shape their personality positively, and develop their interests appropriately through the approaches in education.
基金This work was supported by the National Natural Science Foundation of China(31671164,31970980,and 31971018)a Guangdong Key Basic Research Grant(2018B030332001)+2 种基金Shenzhen Basic Research Project(JCYJ20180305124305294)the Shenzhen–Hong Kong Institute of Brain Science(2019SHIBS0003)the Shenzhen Education Science Program(ybzz19014).
文摘It is unknown whether the famous sex-related difference in emotion processing is accounted for by biological sex,gender role,or their interaction.To clarify the issue,in Study 1 we recorded event-related potentials in response to negative and positive images of diverse intensities when 47 masculine(26 males)and 47 feminine(22 males)subjects performed a non-emotional task.The occipital P1 and N1 amplitudes were larger in women than in men,while feminine subjects showed larger N1 amplitudes than masculine subjects,regardless of sex.Moreover,feminine subjects showed enhanced frontocentral N2(210–270 ms)amplitudes for highly and mildly negative than for neutral stimuli,while masculine subjects showed an emotion effect only for highly negative stimuli.The feminine-specific effect for mildly negative stimuli was positively correlated to the feminine score,and this correlation was located to the anterior cingulate and the superior and medial frontal gyri.Furthermore,feminine but not masculine subjects showed enhanced parietal P3(330–560 ms)amplitudes for highly and mildly positive than for neutral stimuli,an effect positively related to the feminine score and localized to the precuneus,posterior cingulate,and superior temporal gyrus.Machine learning analyses verified that single-trial N2 and P3 amplitudes of feminine subjects reliably discriminated the intensity of negative and positive stimuli,respectively.For ecological considerations,in Study 2 we used an observational approach(n=300)and confirmed that feminine gender role,rather than biological sex,predicted individual differences in daily experience of emotion-related psychopathological symptoms.These findings provide solid evidence for the critical impact of gender role rather than sex on emotional susceptibility.
文摘Previous research has implicated the involvement of androgens in sex-role orientation in males, from studies of 2nd to 4th digit ratio (a purported marker of prenatal testosterone). The present pilot study investigates the relationship between salivary testosterone levels and sex-role orientation using Bem Sex Role Inventory (BSRI) scores in adult males. Twenty-one males (aged 18-24) completed the BSRI and provided saliva samples for assay. BSRI Femininity scores were significantly negatively correlated with testosterone levels;the higher the Femininity scores, the lower the testosterone levels. There was no relation of BSRI Masculinity scores with testosterone levels. Our preliminary results add to the research suggesting that sex-role orientation in males may be partially related to underlying hormone levels.
