An Examination of Three Theories of Sex Role Development in a Sample of Adoptive Parents.

Autor/inn/en	Travis, Cheryl; Francis, Becky
Titel	An Examination of Three Theories of Sex Role Development in a Sample of Adoptive Parents.
Quelle	(1976), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adopted Children; Females; Human Development; Learning Processes; Parent Child Relationship; Questionnaires; Research Projects; Sex Role; Social Influences; Socialization + Suchen Sie Ihr Suchwort? Adoption; Child; Children; Adoptivkind; Kind; Kinder; Weibliches Geschlecht; Learning process; Lernprozess; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Fragebogen; Forschungsvorhaben; Geschlechterrolle; Sozialer Einfluss; Socialisation; Sozialisation
Abstract	The purpose of the present study was to assess the explanatory powers of three theories of sex role development: secondary reinforcement through parental nurturance; instrumental conditioning by dating partners; and social learning through observations of outcomes for mothers. Subjects' responses to questionnaire items were utilized to measure the predictive power of these three theories. Data is presented on adoptive and biological couples. Subjects were classified as primarily upper-middle class and were matched on a number of categories, including age, education, income and length of marriage. Adoptive subjects were significantly more conservative or traditional in their sex role ideologies than were biological parents; this was true for men as well as women. Of the three theoretical approaches, only secondary reinforcement through parental nurturance was found to be significantly accurate in predicting sex role ideology for the women subjects. Women with traditional sex role ideologies usually reported that they maintained close ties with their parents and tended to report that their mothers had been somewhat disapproving of them as children. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01