SAGE Journal Articles

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Journal Article 1: Perrone, K., Wright, S., & Jackson, Z. (2009). Traditional and nontraditional gender roles and work–family interface for men and women. Journal of Career Development, 36(1), 8-24.

Abstract: In this article, researchers examine traditional and nontraditional gender roles and work–family interface for men and women. Recent empirical literature is reviewed and implications for career counselors are discussed. They discuss changing gender roles in career, marriage, and parenting and provide strategies for helping clients to cope with work–family role strain and to find a satisfying balance between life roles.

 

Journal Article 2: King, E., Botsford, W., Hebl, M., Kazama, S., Dawson, J., & Perkins, A. (2010). Benevolent sexism at work: Gender differences in the distribution of challenging developmental experiences. Journal of Management, 38(6), 1835-1866.

Abstract: In a sample of managers in the energy industry, men and women reported participating in a similar number of developmental experiences (with comparable levels of support), but men rated these experiences as more challenging and received more negative feedback than did women. Similarly, a sample of female managers in the health care industry reported comparable amounts, but less challenging types, of developmental experiences than their male counterparts. The results of three complementary experiments suggest that benevolent sexism is negatively related to men’s assignment of challenging experiences to female targets but that men and women were equally likely to express interest in challenging experiences.

 

Journal Article 3: Cralley, E. (2005). Lady, Girl, Female, or woman: Sexism and cognitive busyness predict use of gender-biased nouns. Journal of Language and Social Psychology, 24(3), 300-314.

Abstract: Two studies investigated whether modern sexism predicts men’s use of gender-biased terms for women. When established norms suggest a preference for neutral terms (e.g., woman, female), men lower in sexism should avoid potentially biased terms (e.g., lady, girl). Adhering to such an established norm, however, may require conscious effort. In Study 1, men lower in modern sexism used fewer gender-biased terms in a written format than did men higher in modern sexism. Study 2 replicated this result using an oral format but only when men were not cognitively busy with another task.

 

Journal Article 4: Pomerantz, S., Raby, R., & Stefanik, A. (2013). Girls run the world? Caught between sexism and postfeminism in school. Gender & Society, 27(2), 185-207.

Abstract: How do teenage girls articulate sexism in an era where gender injustice has been constructed as a thing of the past? Our article addresses this question by qualitatively exploring Canadian girls’ experiences of being caught between the postfeminist belief that gender equality has been achieved and the realities of their lives in school, which include incidents of sexism in their classrooms, their social worlds, and their projected futures. This analysis takes place in relation to two celebratory postfeminist narratives: Girl Power, where girls are told they can do, be, and have anything they want, and Successful Girls, where girls are told they are surpassing boys in schools and workplaces.