Graduate Thesis Or Dissertation
 

Developmental aspects of the awareness of sex-trait stereotypes among Korean children

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  • A Korean Sex Stereotype Measure (KSSM) was developed to assess the awareness of sex-trait stereotypes among Korean children. The KSSM contains 32 descriptions of psychological characteristics, 16 of which represent the male-trait stereotypes, and 16 of which represent the female-trait stereotypes. In a test situation, subjects were asked to associate the sex-trait stereotypes with either a male, female or "both" a male and a female silhouette figure drawing. Reliability assessments, including internal consistency and stability estimates, indicated the KSSM to be a highly reliable instrument, particularly among third- and sixth-grade Korean children. The KSSM was applied to 130 first-, third-, and sixth-grade Korean boys and girls, using four different scoring procedures. These scoring procedures represented different concepts of sex roles identified as (1) sex-trait awareness-cultural, (2) sex-trait stereotyping-association, (3) sex-trait awareness-egalitarian, and (4) sex-trait awareness-confirmation. The following general results were obtained when considering all scoring procedures together. Korean children's awareness of the sex-trait stereotypes increased with age from the first- to the sixth-grades. In addition, these children were more aware, and sex-typed more male- than female-traits. Furthermore, while boys were more aware, and sex-typed more male- than female-traits, there were no differences between girls' awareness and sex-typing of male- and female-traits. Finally, sixth-grade children appeared to sex-type more opposite sex-traits as appropriate for "both" males and females than their own sex-traits. Findings were interpreted on the basis of previous theory and research. Discussion also occurred regarding the advantages and disadvantages of using the different scoring procedures in assessing children's awareness of the sex-trait stereotypes. Emphasis was placed on the importance of understanding the concept of sex role being assessed when using these different scoring procedures. Although certain findings were obtained which cut across different scoring procedures, other results obtained appeared to be characteristic of a particular scoring procedure. Therefore, future studies might wish to further clarify the conceptual differences between these scoring procedures in assessing children's awareness of the sex-trait stereotypes.
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