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• 241. [Article] Gender Inequalities Issues in Fish Farming in Southwestern, Nigeria

  Presentation

  Citation × Citation Citation Abstract Copy Title: Gender Inequalities Issues in Fish Farming in Southwestern, Nigeria Author: Oluwafemi, Zacheaus Olaniyi, Adedokun, M.A., Ayanboye, Abolupe Oluyemi, Adelodun, O., Bankole, Adebukola Folake Presentation Title: Gender Inequalities Issues in Fish Farming in Southwestern, Nigeria Author: Oluwafemi, Zacheaus Olaniyi, Adedokun, M.A., Ayanboye, Abolupe Oluyemi, Adelodun, O., Bankole, Adebukola Folake Presentation Close

• 242. [Article] Employment hours and household tasks : a longitudinal analysis

  The effect of changes in employment hours on changes in household task hours was studied. Data were used from the National Survey of Families and Households (NSFH) waves one and two. Wave one was a probability ...

  Citation × Citation Citation Abstract Copy Title: Employment hours and household tasks : a longitudinal analysis Author: Hawley, Jeffrey E. The effect of changes in employment hours on changes in household task hours was studied. Data were used from the National Survey of Families and Households (NSFH) waves one and two. Wave one was a probability sample of 13,017 age 19 and older in the United States who were interviewed in person in 1987-88. Wave two consisted of the original NSFH sample who were reinterviewed five years later in 1992-94. A subsample of 1233 men and women was created by selecting employed men and women who were continuously married to the same spouse, lived in the same household, and had a least one biological child under 18 living in the household at wave one and wave two. After controlling for age in years, education in years, race, wage rate, and age of youngest child, the subsample was used to determine if changes in employment hours caused changes in household task hours. Household task hours were categorized by feminine, masculine, and neutral, as well as total household task hours. Lag regression analysis without gender interaction effects found that a one hour increase in employment hours caused a sixteen minute decrease in total household tasks hours, a twelve minute decrease in feminine household task hours, and a two minute decrease in neutral household tasks among married men and women with children. Lag regression analysis with gender interaction effects found that a one hour increase in employment hours caused a sixteen minute decrease in total household tasks hours and a fourteen minute decrease for married women with children only. No statistically significant relationship between changes in employment hours and changes in any category of household tasks hours was found for married men with children when gender interactions were controlled. The results of this study supports the interaction of time availability and gender in explaining changes in household tasks hours. Title: Employment hours and household tasks : a longitudinal analysis Author: Hawley, Jeffrey E. The effect of changes in employment hours on changes in household task hours was studied. Data were used from the National Survey of Families and Households (NSFH) waves one and two. Wave one was a probability sample of 13,017 age 19 and older in the United States who were interviewed in person in 1987-88. Wave two consisted of the original NSFH sample who were reinterviewed five years later in 1992-94. A subsample of 1233 men and women was created by selecting employed men and women who were continuously married to the same spouse, lived in the same household, and had a least one biological child under 18 living in the household at wave one and wave two. After controlling for age in years, education in years, race, wage rate, and age of youngest child, the subsample was used to determine if changes in employment hours caused changes in household task hours. Household task hours were categorized by feminine, masculine, and neutral, as well as total household task hours. Lag regression analysis without gender interaction effects found that a one hour increase in employment hours caused a sixteen minute decrease in total household tasks hours, a twelve minute decrease in feminine household task hours, and a two minute decrease in neutral household tasks among married men and women with children. Lag regression analysis with gender interaction effects found that a one hour increase in employment hours caused a sixteen minute decrease in total household tasks hours and a fourteen minute decrease for married women with children only. No statistically significant relationship between changes in employment hours and changes in any category of household tasks hours was found for married men with children when gender interactions were controlled. The results of this study supports the interaction of time availability and gender in explaining changes in household tasks hours. Close

• 243. [Article] An evaluation of the career progress and satisfaction of cooperative education/internship graduates and regular graduates at Mercyhurst College

  The primary purpose of this study was t determine the difference in "career progress" and satisfaction between cooperative education/internship graduates and non-coop/ intern graduates of a small, private, ...

  Citation × Citation Citation Abstract Copy Title: An evaluation of the career progress and satisfaction of cooperative education/internship graduates and regular graduates at Mercyhurst College Author: Kysor, Darwin V. The primary purpose of this study was t determine the difference in "career progress" and satisfaction between cooperative education/internship graduates and non-coop/ intern graduates of a small, private, non-engineering college. A secondary purpose was to determine which other independent variables (age; gender; SAT score; GPA; percent of related work) contributed significantly to any existing differences. The principle data gathering technique was a mail questionnaire. Graduates from 1986; 1988; and 1990 were sampled allowing for a cross-sectional overview of workforce participation. A 61% usable response rate was achieved using Dillman's (1978) Total Design Method. In general, study data offered little direct evidence supporting co-op/internship participation, although participants held slight advantage.; in regard to length of time to obtain employment; working within the field of study; merit pay increases; job promotions; salary levels; and responsibility levels. Two outcomes, further analyzed, however, indirectly supported co-op/intern participation. 1. Co-op/intern participants, in comparison to nonparticipants, began college at a significant disadvantage in terms of SAT score (866 to 922). At graduation, GPAs were similar (3.14 to 3.19) and following graduation "career progress" occurred at the same rate. How was the disadvantage overcome? It is logical to assume, as Siedenberg (1990) did for salary, that cooperative education enabled "disadvantaged" students to catch up with their peers and compete on an even basis following graduation. 2. Percent of related experience as an undergraduate is a main predictor of "career progress." Those with a higher percent of related work were more likely to be employed within their field of study and were more satisfied. Associated with this, co-op/intern students reported a significantly higher percent of related experience. In addition to the previous findings, gender provided significant results in regard to salaries and promotions. Males "outperformed" females, apparently continuing an existing pattern of gender discrimination. Integrating all of the study data, it seems plausible that females might overcome this gender "disadvantage" by participating in coop and increasing their percent of related work experience. Title: An evaluation of the career progress and satisfaction of cooperative education/internship graduates and regular graduates at Mercyhurst College Author: Kysor, Darwin V. The primary purpose of this study was t determine the difference in "career progress" and satisfaction between cooperative education/internship graduates and non-coop/ intern graduates of a small, private, non-engineering college. A secondary purpose was to determine which other independent variables (age; gender; SAT score; GPA; percent of related work) contributed significantly to any existing differences. The principle data gathering technique was a mail questionnaire. Graduates from 1986; 1988; and 1990 were sampled allowing for a cross-sectional overview of workforce participation. A 61% usable response rate was achieved using Dillman's (1978) Total Design Method. In general, study data offered little direct evidence supporting co-op/internship participation, although participants held slight advantage.; in regard to length of time to obtain employment; working within the field of study; merit pay increases; job promotions; salary levels; and responsibility levels. Two outcomes, further analyzed, however, indirectly supported co-op/intern participation. 1. Co-op/intern participants, in comparison to nonparticipants, began college at a significant disadvantage in terms of SAT score (866 to 922). At graduation, GPAs were similar (3.14 to 3.19) and following graduation "career progress" occurred at the same rate. How was the disadvantage overcome? It is logical to assume, as Siedenberg (1990) did for salary, that cooperative education enabled "disadvantaged" students to catch up with their peers and compete on an even basis following graduation. 2. Percent of related experience as an undergraduate is a main predictor of "career progress." Those with a higher percent of related work were more likely to be employed within their field of study and were more satisfied. Associated with this, co-op/intern students reported a significantly higher percent of related experience. In addition to the previous findings, gender provided significant results in regard to salaries and promotions. Males "outperformed" females, apparently continuing an existing pattern of gender discrimination. Integrating all of the study data, it seems plausible that females might overcome this gender "disadvantage" by participating in coop and increasing their percent of related work experience. Close

• 244. [Article] Development and use of an instrument to measure student misconceptions of selected science concepts at the elementary school level in Thailand

  The purpose of this study was to develop an instrument to provide valid and reliable measures of misconceptions in the area of photosynthesis and respiration among fourth, fifth, and sixth grade students ...

  Citation × Citation Citation Abstract Copy Title: Development and use of an instrument to measure student misconceptions of selected science concepts at the elementary school level in Thailand Author: Tangmongkollert, Somsri The purpose of this study was to develop an instrument to provide valid and reliable measures of misconceptions in the area of photosynthesis and respiration among fourth, fifth, and sixth grade students in Thailand. A 17-item, two-tier multiple-choice test was developed and validated using construct-related evidence to determine the appropriateness of inferences from a set of test scores. The test was administered to 4,346 students in the fourth, fifth, and sixth grades in schools throughout Thailand. The study attempted to identify misconceptions held by Thai elementary students in the area of photosynthesis and respiration, and to examine the effects of grade level and gender on students' understandings of these concepts. A two-way analysis of variance, with grade level and gender as independent variables, was used to analyze test scores. Findings revealed that: (a) The two-tier multiple-choice test was valid and reliable; (b) mean scores among grade levels were significantly different (p=0.001); (c) mean scores between male and female genders were not significantly different (p=0.180); and (d) there was a significant interaction effect between grade level and gender (p=0.005). From these findings, the following was concluded: (a) The two-tier multiple-choice test provided valid and reliable measures of student misconceptions of selected science concepts at the elementary school level in Thailand; (b) most Thai students in grades 4, 5, and 6 held a large number of misconceptions of the selected concepts; (c) a majority of the students answered the content questions correctly, but did not understand the justification for the correct responses; (d) the higher the grade level, the greater the understanding of the concepts; and (e) female and male Thai students in grades 4, 5, and 6 did not differ significantly in their understanding of photosynthesis and respiration. Title: Development and use of an instrument to measure student misconceptions of selected science concepts at the elementary school level in Thailand Author: Tangmongkollert, Somsri The purpose of this study was to develop an instrument to provide valid and reliable measures of misconceptions in the area of photosynthesis and respiration among fourth, fifth, and sixth grade students in Thailand. A 17-item, two-tier multiple-choice test was developed and validated using construct-related evidence to determine the appropriateness of inferences from a set of test scores. The test was administered to 4,346 students in the fourth, fifth, and sixth grades in schools throughout Thailand. The study attempted to identify misconceptions held by Thai elementary students in the area of photosynthesis and respiration, and to examine the effects of grade level and gender on students' understandings of these concepts. A two-way analysis of variance, with grade level and gender as independent variables, was used to analyze test scores. Findings revealed that: (a) The two-tier multiple-choice test was valid and reliable; (b) mean scores among grade levels were significantly different (p=0.001); (c) mean scores between male and female genders were not significantly different (p=0.180); and (d) there was a significant interaction effect between grade level and gender (p=0.005). From these findings, the following was concluded: (a) The two-tier multiple-choice test provided valid and reliable measures of student misconceptions of selected science concepts at the elementary school level in Thailand; (b) most Thai students in grades 4, 5, and 6 held a large number of misconceptions of the selected concepts; (c) a majority of the students answered the content questions correctly, but did not understand the justification for the correct responses; (d) the higher the grade level, the greater the understanding of the concepts; and (e) female and male Thai students in grades 4, 5, and 6 did not differ significantly in their understanding of photosynthesis and respiration. Close

• 245. [Article] Together and Alone: Intimacy and Alienation in the Age of Competitive Individualism

  I begin by discussing structural alienation in the United States and its relationship to the pursuit of romantic love. I argue that romantic love is idealized due the lack of community inherent in a competitive, ...

  Citation × Citation Citation Abstract Copy Title: Together and Alone: Intimacy and Alienation in the Age of Competitive Individualism Author: Monsour, Mitchell Year: 2017 I begin by discussing structural alienation in the United States and its relationship to the pursuit of romantic love. I argue that romantic love is idealized due the lack of community inherent in a competitive, individualistic society; the romantic partner becomes a replacement for the community individuals once relied on for material and psychological needs. Despite the allure of romantic love, the norms and values associated with it often undermine the development of intimacy, as does the larger society in which the relationship is situated. I refer to this phenomenon as the romantic contradiction. I then discuss some of the factors that contribute to the romantic contradiction, such as the commodification of relationships in a market-based economy, impression management in dating, and the role of gender in heterosexual relationships. Central to this dissertation, I investigate the dominant ideology of romantic love by conducting a textual analysis of the ten most popular romantic comedies and self-help books on romantic relationships from 2006-2010. My findings suggest the dominant ideology of romantic love promotes long-term, monogamous relationships as the primary way to meet a person’s psychological and physical needs. Furthermore, the ideal relationship is based on gendered needs and responsibilities: men are expected to provide material and physical protection, while women are expected to provide emotional support and sexual intimacy. The ideology encourages a dependency between women and men and various forms of inequality. It also reinforces individualism in relationships by placing greater emphasis on meeting needs rather than developing intimacy (e.g. knowledge, empathy) for its own sake. I conclude with a discussion of competitive individualism and romantic alienation, and suggest avenues for reducing gender dependency and alienation in relationships. Title: Together and Alone: Intimacy and Alienation in the Age of Competitive Individualism Author: Monsour, Mitchell Year: 2017 I begin by discussing structural alienation in the United States and its relationship to the pursuit of romantic love. I argue that romantic love is idealized due the lack of community inherent in a competitive, individualistic society; the romantic partner becomes a replacement for the community individuals once relied on for material and psychological needs. Despite the allure of romantic love, the norms and values associated with it often undermine the development of intimacy, as does the larger society in which the relationship is situated. I refer to this phenomenon as the romantic contradiction. I then discuss some of the factors that contribute to the romantic contradiction, such as the commodification of relationships in a market-based economy, impression management in dating, and the role of gender in heterosexual relationships. Central to this dissertation, I investigate the dominant ideology of romantic love by conducting a textual analysis of the ten most popular romantic comedies and self-help books on romantic relationships from 2006-2010. My findings suggest the dominant ideology of romantic love promotes long-term, monogamous relationships as the primary way to meet a person’s psychological and physical needs. Furthermore, the ideal relationship is based on gendered needs and responsibilities: men are expected to provide material and physical protection, while women are expected to provide emotional support and sexual intimacy. The ideology encourages a dependency between women and men and various forms of inequality. It also reinforces individualism in relationships by placing greater emphasis on meeting needs rather than developing intimacy (e.g. knowledge, empathy) for its own sake. I conclude with a discussion of competitive individualism and romantic alienation, and suggest avenues for reducing gender dependency and alienation in relationships. Close

• 246. [Article] Discrimination, vulnerability, and justice in the face of risk

  40 pages

  Citation × Citation Citation Abstract Copy Title: Discrimination, vulnerability, and justice in the face of risk Author: Satterfield, Theresa, Mertz, C. K., Slovic, Paul Year: 2017, 2004 40 pages Title: Discrimination, vulnerability, and justice in the face of risk Author: Satterfield, Theresa, Mertz, C. K., Slovic, Paul Year: 2017, 2004 40 pages Close

• 247. [Article] Reward allocation behavior as a function of psychological gender and biological sex : a study of advance[d] business students

  Women today represent a larger part of the American workforce than ever before. The influx of women into the workplace raises questions about differences in male and female work-related behaviors particularly ...

  Citation × Citation Citation Abstract Copy Title: Reward allocation behavior as a function of psychological gender and biological sex : a study of advance[d] business students Author: Woods, Elizabeth A. Women today represent a larger part of the American workforce than ever before. The influx of women into the workplace raises questions about differences in male and female work-related behaviors particularly in groups, and decision making. For example, existing research suggests that men and women have differing strategies in groups which lead to allocating group rewards differently. Previous research suggests that men divide group rewards equitably; with the group members receiving awards in proportion to their productive contributions. Previous research suggests that women divide group rewards equally; all group members receive the same award regardless of individual contributions to the group. This study sought to determine reward allocation behavior of men and women. The subjects, who were advanced business students, acted as impartial third parties and made allocation decisions for two workers in situations involving differences in productivity, duration of work, and the expected future interaction of the workers. The subjects were further classified by Dr. Sandra Bern's Sex-Role Inventory as "Masculine", "Feminine", or "Androgynous". Although other studies have reported male and female differences, no biological sex difference in reward allocation behavior was found in this study. No psychological gender difference in reward allocation behavior was found in the worker situations involving productivity and duration of work. However, the situation which involved the expected future interaction of workers did produce differing allocation responses by psychological gender categories. In summary, this study found that advanced business students will most often allocate rewards on the basis of productivity. When the factor of future interaction of the workers was introduced "Feminine" males, and "Masculine" and "Androgynous" females did not use this criterion, however. The results of this study may be explained by the particular subject pool, by the bi-polar nature of the situations and decisions, or by the inapplicability of the theory at this time. Cross-sex gender identification is found to confound allocation decision making in a situation where the workers will interact in the future. Title: Reward allocation behavior as a function of psychological gender and biological sex : a study of advance[d] business students Author: Woods, Elizabeth A. Women today represent a larger part of the American workforce than ever before. The influx of women into the workplace raises questions about differences in male and female work-related behaviors particularly in groups, and decision making. For example, existing research suggests that men and women have differing strategies in groups which lead to allocating group rewards differently. Previous research suggests that men divide group rewards equitably; with the group members receiving awards in proportion to their productive contributions. Previous research suggests that women divide group rewards equally; all group members receive the same award regardless of individual contributions to the group. This study sought to determine reward allocation behavior of men and women. The subjects, who were advanced business students, acted as impartial third parties and made allocation decisions for two workers in situations involving differences in productivity, duration of work, and the expected future interaction of the workers. The subjects were further classified by Dr. Sandra Bern's Sex-Role Inventory as "Masculine", "Feminine", or "Androgynous". Although other studies have reported male and female differences, no biological sex difference in reward allocation behavior was found in this study. No psychological gender difference in reward allocation behavior was found in the worker situations involving productivity and duration of work. However, the situation which involved the expected future interaction of workers did produce differing allocation responses by psychological gender categories. In summary, this study found that advanced business students will most often allocate rewards on the basis of productivity. When the factor of future interaction of the workers was introduced "Feminine" males, and "Masculine" and "Androgynous" females did not use this criterion, however. The results of this study may be explained by the particular subject pool, by the bi-polar nature of the situations and decisions, or by the inapplicability of the theory at this time. Cross-sex gender identification is found to confound allocation decision making in a situation where the workers will interact in the future. Close

• 248. [Article] Securing Women's Rights and Livelihoods

  Suggested Bibliographic Reference: NAAFE Forum 2017 Proceedings, March 22-24, 2017. Compiled by Ann L. Shriver with assistance from Stefani Evers. North American Association of Fisheries Economists (NAAFE), ...

  Citation × Citation Citation Abstract Copy Title: Securing Women's Rights and Livelihoods Author: Smith, Sarah, Williams, Jordan, Rife, Alexis Suggested Bibliographic Reference: NAAFE Forum 2017 Proceedings, March 22-24, 2017. Compiled by Ann L. Shriver with assistance from Stefani Evers. North American Association of Fisheries Economists (NAAFE), Corvallis, 2017. Title: Securing Women's Rights and Livelihoods Author: Smith, Sarah, Williams, Jordan, Rife, Alexis Suggested Bibliographic Reference: NAAFE Forum 2017 Proceedings, March 22-24, 2017. Compiled by Ann L. Shriver with assistance from Stefani Evers. North American Association of Fisheries Economists (NAAFE), Corvallis, 2017. Close

• 249. [Article] Gender and race stereotypes in advertisements in Science, 2004-2006

  This study documents the occurrence of stereotypical representations of gender, race, and other characteristics in individuals that appear in advertisements in the prestigious academic journal Science. ...

  Citation × Citation Citation Abstract Copy Title: Gender and race stereotypes in advertisements in Science, 2004-2006 Author: Atwood-Wheeler, Kathryn This study documents the occurrence of stereotypical representations of gender, race, and other characteristics in individuals that appear in advertisements in the prestigious academic journal Science. It repeats and expands upon a study conducted by Mary Barbercheck (2001) that analyzed advertisements in Science between 1995 and 1997. In this study, advertisements larger than one third of a page that contained a human figure (N=1809) were analyzed in terms of perceived race, gender, occupation, and social characteristics of the individuals shown in all 154 issues of Science published from 2004 through 2006. Relevant occupation and social characteristics of the individuals were identified; specifically it was noted if the individuals appeared to be a scientist, a scientific hero or expert, an athlete, a "nerd" or nonconformist, or a caregiver of a child. Additionally, the use of the words simple/easy and efficient/fast/reliable/accurate in these advertisements was tracked. Every appropriate advertisement was included in the analysis each time it appeared, which allowed a complete and thorough examination of the trends reveled in the advertisements. These data were contrasted with Barbercheck's 1995 through 1997 data in order to reveal how the use of stereotypes in advertisements in Science has changed since the late 1990s. Analyses indicate that scientific advertisements increasingly portray a diverse population. However, social stereotypes and historical dominance of the sciences by certain social groups within the United States continue to be represented in these advertisements, emphasizing how social and cultural norms significantly inform and reflect the manner in which scientific advertisements are composed. Title: Gender and race stereotypes in advertisements in Science, 2004-2006 Author: Atwood-Wheeler, Kathryn This study documents the occurrence of stereotypical representations of gender, race, and other characteristics in individuals that appear in advertisements in the prestigious academic journal Science. It repeats and expands upon a study conducted by Mary Barbercheck (2001) that analyzed advertisements in Science between 1995 and 1997. In this study, advertisements larger than one third of a page that contained a human figure (N=1809) were analyzed in terms of perceived race, gender, occupation, and social characteristics of the individuals shown in all 154 issues of Science published from 2004 through 2006. Relevant occupation and social characteristics of the individuals were identified; specifically it was noted if the individuals appeared to be a scientist, a scientific hero or expert, an athlete, a "nerd" or nonconformist, or a caregiver of a child. Additionally, the use of the words simple/easy and efficient/fast/reliable/accurate in these advertisements was tracked. Every appropriate advertisement was included in the analysis each time it appeared, which allowed a complete and thorough examination of the trends reveled in the advertisements. These data were contrasted with Barbercheck's 1995 through 1997 data in order to reveal how the use of stereotypes in advertisements in Science has changed since the late 1990s. Analyses indicate that scientific advertisements increasingly portray a diverse population. However, social stereotypes and historical dominance of the sciences by certain social groups within the United States continue to be represented in these advertisements, emphasizing how social and cultural norms significantly inform and reflect the manner in which scientific advertisements are composed. Close

• 250. [Article] Multiethnic women's identity and perceptions of competent communication

  This study identified some of the ways that multiethnic women describe their ethnic identities, how they perceive ethnic-specific gender identities and what they think are appropriate norms for, and effective ...

  Citation × Citation Citation Abstract Copy Title: Multiethnic women's identity and perceptions of competent communication Author: Hilliard, Cynthea R. This study identified some of the ways that multiethnic women describe their ethnic identities, how they perceive ethnic-specific gender identities and what they think are appropriate norms for, and effective outcomes of, communicative behavior. Twelve multiethnic women described their ethnic identity names or labels, and ethnic-specific gender identities; they also recalled a recent situation in which inappropriate ethnic-relevant conversational behaviors occurred. These multiethnic women were found to share an average of nearly six situations in which ethnic identity is most important; the most frequently reported situation being constantly. They significantly differed in respect to the names or labels, and descriptors they used to define and describe their multiethnic identities. The 12 respondents unanimously stated that there are different expectations for women and men within the ethnicities that they identified as components of their multiethnicity. The most frequently cited situation in which it is most important for them to intensify their gender identity is during celebratory occasions and at home or with family. 10 of the total 12 respondents perceive that their gender identity is shared by a large number of other people. Recently recalled conversations indicate that work and employment-related individuals specifically discussing ethnicity, most frequently used inappropriate communicative behaviors. The most frequently reported situation in which they intensify their multiethnic identities is while being with other ethnic ingroup members, though 75% of them indicated that their particular definition of their ethnic identity was shared by only a small number of other people. Nearly 70% responded that they very often--on a daily or weekly basis--experience others' violation of rules for competent communication. The most frequently cited recommendations they made for others to be more competent communicators were: 1) get informed/take some ethnicity classes, and don't be so harsh; 2) give individuals credit for being unique and diverse; 3) be polite/respectful; 4) recognize and refrain from stereotyping; 5) don't be prejudiced and change feelings/perceptions about ethnicized individuals & groups; 6) don't assume, approach individuals directly and don't discriminate. Title: Multiethnic women's identity and perceptions of competent communication Author: Hilliard, Cynthea R. This study identified some of the ways that multiethnic women describe their ethnic identities, how they perceive ethnic-specific gender identities and what they think are appropriate norms for, and effective outcomes of, communicative behavior. Twelve multiethnic women described their ethnic identity names or labels, and ethnic-specific gender identities; they also recalled a recent situation in which inappropriate ethnic-relevant conversational behaviors occurred. These multiethnic women were found to share an average of nearly six situations in which ethnic identity is most important; the most frequently reported situation being constantly. They significantly differed in respect to the names or labels, and descriptors they used to define and describe their multiethnic identities. The 12 respondents unanimously stated that there are different expectations for women and men within the ethnicities that they identified as components of their multiethnicity. The most frequently cited situation in which it is most important for them to intensify their gender identity is during celebratory occasions and at home or with family. 10 of the total 12 respondents perceive that their gender identity is shared by a large number of other people. Recently recalled conversations indicate that work and employment-related individuals specifically discussing ethnicity, most frequently used inappropriate communicative behaviors. The most frequently reported situation in which they intensify their multiethnic identities is while being with other ethnic ingroup members, though 75% of them indicated that their particular definition of their ethnic identity was shared by only a small number of other people. Nearly 70% responded that they very often--on a daily or weekly basis--experience others' violation of rules for competent communication. The most frequently cited recommendations they made for others to be more competent communicators were: 1) get informed/take some ethnicity classes, and don't be so harsh; 2) give individuals credit for being unique and diverse; 3) be polite/respectful; 4) recognize and refrain from stereotyping; 5) don't be prejudiced and change feelings/perceptions about ethnicized individuals & groups; 6) don't assume, approach individuals directly and don't discriminate. Close