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• 21. [Article] Gender and Sexualities: An Inquiry

  Gender and Sexualities: An Inquiry was created to accompany UNST 231 Sophomore Inquiry: Gender and Sexualities at Portland State University.

  Citation × Citation Citation Abstract Copy Title: Gender and Sexualities: An Inquiry Author: Damron, Jason Gary, Reitenauer, Vicki L. Year: 2014 Gender and Sexualities: An Inquiry was created to accompany UNST 231 Sophomore Inquiry: Gender and Sexualities at Portland State University. Title: Gender and Sexualities: An Inquiry Author: Damron, Jason Gary, Reitenauer, Vicki L. Year: 2014 Gender and Sexualities: An Inquiry was created to accompany UNST 231 Sophomore Inquiry: Gender and Sexualities at Portland State University. Close

• 22. [Article] Gender Biases in Counselor Supervisor Evaluations of Counselors

  Gender bias and discrimination are currently some of the most pertinent topics being explored in counseling practice and counselor education and supervision. Because of all the public attention in recent ...

  Citation × Citation Citation Abstract Copy Title: Gender Biases in Counselor Supervisor Evaluations of Counselors Author: Hadeed, Sabrina Gender bias and discrimination are currently some of the most pertinent topics being explored in counseling practice and counselor education and supervision. Because of all the public attention in recent years to the topics of transgender and marriage equality, the definitions of gender identity and gender roles have become more inclusive. This expansion includes definitions of gender identity that extend beyond the binary, to include gender neutral, gender non-conforming, gender fluid, and transgender. The current literature confirms that gender diversity and gender issues in counseling have been recognized as important components of multicultural competencies, counselor supervision, and counselor education. However, there is a dearth of empirical research investigating transgender discrimination issues in counselor supervision. Additionally, intersectionality has been described as an important framework of research exploring diversity. And yet, the topic of gender diversity in counselor education and supervision research has been neglected. Based on the Theory of Intersectionality in diversity and existing definitions on gender identity and ageism, the intention of research in this dissertation is two-fold: (a) to understand how the construct of gender has been examined in the field thus far and (b) to contribute to filling some of the gaps in the research pertaining to transgender issues (such as transphobia) in counselor education and supervision. To address the first object, the researcher conducted a critical examination of recent literature since the publication of Hindes and Andrews (2011) critical review of the empirical studies and Nilsson, Barazanji, Scahl, and Bahner’s (2008) book chapter on the topic. Findings in this critical review revealed an overall scarcity of empirical studies on gender-related topics in counselor education and supervision and few empirical studies that expanded beyond the binary understanding of gender, included intersectional analyses, and discussed transgender/gender diverse specific issues. Findings further conclude that there are no existing studies that include intersectionality in counselor education and training issues related to LGBTQ MC competencies. Future research recommendations are also reviewed. To address the second object, the researcher conducted an experimental design study to examine whether counseling supervisors’ evaluations of a counselor’s social influence attributes and ability to repair therapeutic rupture would differ when they were randomly presented with 1 of 4 counseling vignettes that differed only in the counselor’s gender identity (cis-gender female vs. transgender female) and age (younger vs. older). The researcher hypothesized that older transgender and cisgender females would be evaluated more poorly than their younger counterparts; and that transgender females would be evaluated the most poorly in both measures. Of the completed data records, the sample consisted of 76 participants from the CRF-S (Counselor Rating Form- Short version) and 69 participants from the SWAI-O (Segmented Working Alliance Inventory – Observer version). Two-way t-tests and logistic regression analyses were used to test the study’s hypotheses. Findings indicate that there were no statistically significant results to support the hypotheses. Plausible reasons for the findings of non-significance are discussed. Despite the insignificant results, there was a suggestive finding related to survey break-offs (incomplete surveys). Namely, when respondents were assigned to Vignette B (older transgender female), logistic regression analysis showed that they were 26% less likely to complete the survey than those assigned to Vignette C (younger cisgender female). Although this was not a part of the original research questions, it is noted as a possible future research topic. Overall, this study contributes to the gap in existing empirical research by focusing on issues of discrimination based on transgender identity and age in counselor supervision despite the high probability of its insignificant results related to methodological issues. Title: Gender Biases in Counselor Supervisor Evaluations of Counselors Author: Hadeed, Sabrina Gender bias and discrimination are currently some of the most pertinent topics being explored in counseling practice and counselor education and supervision. Because of all the public attention in recent years to the topics of transgender and marriage equality, the definitions of gender identity and gender roles have become more inclusive. This expansion includes definitions of gender identity that extend beyond the binary, to include gender neutral, gender non-conforming, gender fluid, and transgender. The current literature confirms that gender diversity and gender issues in counseling have been recognized as important components of multicultural competencies, counselor supervision, and counselor education. However, there is a dearth of empirical research investigating transgender discrimination issues in counselor supervision. Additionally, intersectionality has been described as an important framework of research exploring diversity. And yet, the topic of gender diversity in counselor education and supervision research has been neglected. Based on the Theory of Intersectionality in diversity and existing definitions on gender identity and ageism, the intention of research in this dissertation is two-fold: (a) to understand how the construct of gender has been examined in the field thus far and (b) to contribute to filling some of the gaps in the research pertaining to transgender issues (such as transphobia) in counselor education and supervision. To address the first object, the researcher conducted a critical examination of recent literature since the publication of Hindes and Andrews (2011) critical review of the empirical studies and Nilsson, Barazanji, Scahl, and Bahner’s (2008) book chapter on the topic. Findings in this critical review revealed an overall scarcity of empirical studies on gender-related topics in counselor education and supervision and few empirical studies that expanded beyond the binary understanding of gender, included intersectional analyses, and discussed transgender/gender diverse specific issues. Findings further conclude that there are no existing studies that include intersectionality in counselor education and training issues related to LGBTQ MC competencies. Future research recommendations are also reviewed. To address the second object, the researcher conducted an experimental design study to examine whether counseling supervisors’ evaluations of a counselor’s social influence attributes and ability to repair therapeutic rupture would differ when they were randomly presented with 1 of 4 counseling vignettes that differed only in the counselor’s gender identity (cis-gender female vs. transgender female) and age (younger vs. older). The researcher hypothesized that older transgender and cisgender females would be evaluated more poorly than their younger counterparts; and that transgender females would be evaluated the most poorly in both measures. Of the completed data records, the sample consisted of 76 participants from the CRF-S (Counselor Rating Form- Short version) and 69 participants from the SWAI-O (Segmented Working Alliance Inventory – Observer version). Two-way t-tests and logistic regression analyses were used to test the study’s hypotheses. Findings indicate that there were no statistically significant results to support the hypotheses. Plausible reasons for the findings of non-significance are discussed. Despite the insignificant results, there was a suggestive finding related to survey break-offs (incomplete surveys). Namely, when respondents were assigned to Vignette B (older transgender female), logistic regression analysis showed that they were 26% less likely to complete the survey than those assigned to Vignette C (younger cisgender female). Although this was not a part of the original research questions, it is noted as a possible future research topic. Overall, this study contributes to the gap in existing empirical research by focusing on issues of discrimination based on transgender identity and age in counselor supervision despite the high probability of its insignificant results related to methodological issues. Close

• 23. [Article] Exploring the Negative Perceptions of Female Legislators: the Consequences of Gender Quotas in Argentina

  This paper examines how the presence of gender quotas effect public perceptions of female legislators in regards to their competence and qualifications needed to enter public office. This paper suggests ...

  Citation × Citation Citation Abstract Copy Title: Exploring the Negative Perceptions of Female Legislators: the Consequences of Gender Quotas in Argentina Author: Silverman, Marcella Year: 2016 This paper examines how the presence of gender quotas effect public perceptions of female legislators in regards to their competence and qualifications needed to enter public office. This paper suggests that gender quotas can promote negative public perceptions due to pre-established gender norms and meritocracy violations similarly to sentiments in Affirmative Action programs. Analyzing the survey data taken from participants in Argentina, the results suggests that perceptions of female legislators are impacted by the individual’s knowledge of what a gender quota is as well as the specifics of how Argentine gender quotas are executed. Of the total percentage of participants who took the survey, only a fraction was well versed in the details of gender quotas in their own country. Female participants whom were more versed in gender quotas rated female legislators more favorably within the scenario without gender quotas than with gender quotas. One unexpected result was that difference in average perceptions by sex, with only slight differences of male participants between the scenario with gender quotas and without, compared to a large difference of female participants between the two scenarios. Overall, the results of this paper demonstrate that gender quotas can have negative impacts on the public perceptions of female legislators. Title: Exploring the Negative Perceptions of Female Legislators: the Consequences of Gender Quotas in Argentina Author: Silverman, Marcella Year: 2016 This paper examines how the presence of gender quotas effect public perceptions of female legislators in regards to their competence and qualifications needed to enter public office. This paper suggests that gender quotas can promote negative public perceptions due to pre-established gender norms and meritocracy violations similarly to sentiments in Affirmative Action programs. Analyzing the survey data taken from participants in Argentina, the results suggests that perceptions of female legislators are impacted by the individual’s knowledge of what a gender quota is as well as the specifics of how Argentine gender quotas are executed. Of the total percentage of participants who took the survey, only a fraction was well versed in the details of gender quotas in their own country. Female participants whom were more versed in gender quotas rated female legislators more favorably within the scenario without gender quotas than with gender quotas. One unexpected result was that difference in average perceptions by sex, with only slight differences of male participants between the scenario with gender quotas and without, compared to a large difference of female participants between the two scenarios. Overall, the results of this paper demonstrate that gender quotas can have negative impacts on the public perceptions of female legislators. Close

• 24. [Article] Black Women and Race and Gender Tensions in the Trades

  Citation × Citation Citation Abstract Copy Title: Black Women and Race and Gender Tensions in the Trades Author: Hunte, Roberta Year: 2016 Title: Black Women and Race and Gender Tensions in the Trades Author: Hunte, Roberta Year: 2016 Close

• 25. [Article] Introduction to the Proceedings for the IIFET Special Session on Markets and Value Chains for Small Aquaculture & Fisheries Enterprises with a Focus on Gender

  This is part of the IIFET Special Session on Markets and Value Chains for Small Aquaculture & Fisheries Enterprises with a Focus on Gender that took place on 17 July 2012 in Dar Es Salaam, Tanzania in ...

  Citation × Citation Citation Abstract Copy Title: Introduction to the Proceedings for the IIFET Special Session on Markets and Value Chains for Small Aquaculture & Fisheries Enterprises with a Focus on Gender Author: Egna, Hillary This is part of the IIFET Special Session on Markets and Value Chains for Small Aquaculture & Fisheries Enterprises with a Focus on Gender that took place on 17 July 2012 in Dar Es Salaam, Tanzania in conjunction with 16th IIFET Conference. The complete proceedings of this special session are available (http://aquafishcrsp.oregonstate.edu/Documents/Uploads/FileManager/IIFET%202012%20CRSP%20Session%20Proceedings%20Final_small.pdf) through the Aquaculture & Fisheries Collaborative Research Support Program gender web site, (http://aquafishcrsp.oregonstate.edu/Gender/). Title: Introduction to the Proceedings for the IIFET Special Session on Markets and Value Chains for Small Aquaculture & Fisheries Enterprises with a Focus on Gender Author: Egna, Hillary This is part of the IIFET Special Session on Markets and Value Chains for Small Aquaculture & Fisheries Enterprises with a Focus on Gender that took place on 17 July 2012 in Dar Es Salaam, Tanzania in conjunction with 16th IIFET Conference. The complete proceedings of this special session are available (http://aquafishcrsp.oregonstate.edu/Documents/Uploads/FileManager/IIFET%202012%20CRSP%20Session%20Proceedings%20Final_small.pdf) through the Aquaculture & Fisheries Collaborative Research Support Program gender web site, (http://aquafishcrsp.oregonstate.edu/Gender/). Close

• 26. [Article] Impact of a Psychology of Masculinities Course on Women's Attitudes toward Male Gender Roles

  Individuals are involved in an ongoing construction of gender ideology from two opposite but intertwined directions: they experience pressure to follow gender role norms, and they also participate in the ...

  Citation × Citation Citation Abstract Copy Title: Impact of a Psychology of Masculinities Course on Women's Attitudes toward Male Gender Roles Author: Kidder, Sylvia Marie Ferguson Year: 2015 Individuals are involved in an ongoing construction of gender ideology from two opposite but intertwined directions: they experience pressure to follow gender role norms, and they also participate in the social construction of these norms. An individual's appraisal, positive or negative, of gender roles is called a "gender role attitude." These lie on a continuum from traditional to progressive. Traditional gender role attitudes have been linked to primarily negative outcomes. This thesis examines attitudes toward--and beliefs about--male gender in women completing an elective course on the psychology of men and masculinities. Study 1 assessed how these students' (N = 32) narrative definitions of "man" and "masculinity" changed from the beginning to the end of the class. While there was a significant decrease in the presence of the male role norms of achievement/status and aggression over time, there were no differences in the number of references to men's avoidance of femininity, homophobia, non-relational attitudes toward sex, restrictive emotionality, or self-reliance. Because the coding scheme only measured presence of these male role norms rather than framing or valence, additional characteristics of students' responses are discussed. Study 1 also compared women's (N = 20) pre- and post-class male role norm attitudes. Endorsement of global male role norms, aggression, self-reliance, and a composite of particular other male role norms (i.e., "Factor 1" of the Male Role Norms Inventory) were all significantly lower at the end of the class than at the beginning. Study 2 examined potential selection effects in the male role attitudes of women choosing to complete the psychology of men and masculinities course (n = 20) by comparing them to those of women in a psychology research methods course required for the academic major (n = 19). It was determined that pre-class male role attitudes did not differ significantly between the two classes. However, small sample sizes severely limited the statistical power to detect such a difference, and other possible explanations for the lack of difference are considered. Study 3 explored the relationship between women's gender role stress (GRS), which describes stress from coping with restrictive feminine expectations, and attitudes toward male gender roles (N = 32). Results showed that women's GRS did not significantly correlate with overall male role attitudes or with specific subcomponents of these role norms (i.e., self-reliance, aggression, and Factor 1). Thus, there was no evidence that gender role pressures experienced by women relate to their gender expectations for men. While many studies have examined change in attitudes toward women's gender roles, particularly in the context of women's and gender studies courses, there is a lack of research on women's attitudes toward men's roles and the impact on those attitudes of gender coursework focused on masculinity. This research is the first to provide evidence regarding: 1) changes in women's attitudes toward male role norms, and 2) changes in gender role attitudes among students taking a course on the psychology of men and masculinities. Because both men's and women's attitudes toward male role norms are linked to a number of measures of well-being, this research suggests gender-focused education as a potential strategy for improving students' health and relationship quality. Title: Impact of a Psychology of Masculinities Course on Women's Attitudes toward Male Gender Roles Author: Kidder, Sylvia Marie Ferguson Year: 2015 Individuals are involved in an ongoing construction of gender ideology from two opposite but intertwined directions: they experience pressure to follow gender role norms, and they also participate in the social construction of these norms. An individual's appraisal, positive or negative, of gender roles is called a "gender role attitude." These lie on a continuum from traditional to progressive. Traditional gender role attitudes have been linked to primarily negative outcomes. This thesis examines attitudes toward--and beliefs about--male gender in women completing an elective course on the psychology of men and masculinities. Study 1 assessed how these students' (N = 32) narrative definitions of "man" and "masculinity" changed from the beginning to the end of the class. While there was a significant decrease in the presence of the male role norms of achievement/status and aggression over time, there were no differences in the number of references to men's avoidance of femininity, homophobia, non-relational attitudes toward sex, restrictive emotionality, or self-reliance. Because the coding scheme only measured presence of these male role norms rather than framing or valence, additional characteristics of students' responses are discussed. Study 1 also compared women's (N = 20) pre- and post-class male role norm attitudes. Endorsement of global male role norms, aggression, self-reliance, and a composite of particular other male role norms (i.e., "Factor 1" of the Male Role Norms Inventory) were all significantly lower at the end of the class than at the beginning. Study 2 examined potential selection effects in the male role attitudes of women choosing to complete the psychology of men and masculinities course (n = 20) by comparing them to those of women in a psychology research methods course required for the academic major (n = 19). It was determined that pre-class male role attitudes did not differ significantly between the two classes. However, small sample sizes severely limited the statistical power to detect such a difference, and other possible explanations for the lack of difference are considered. Study 3 explored the relationship between women's gender role stress (GRS), which describes stress from coping with restrictive feminine expectations, and attitudes toward male gender roles (N = 32). Results showed that women's GRS did not significantly correlate with overall male role attitudes or with specific subcomponents of these role norms (i.e., self-reliance, aggression, and Factor 1). Thus, there was no evidence that gender role pressures experienced by women relate to their gender expectations for men. While many studies have examined change in attitudes toward women's gender roles, particularly in the context of women's and gender studies courses, there is a lack of research on women's attitudes toward men's roles and the impact on those attitudes of gender coursework focused on masculinity. This research is the first to provide evidence regarding: 1) changes in women's attitudes toward male role norms, and 2) changes in gender role attitudes among students taking a course on the psychology of men and masculinities. Because both men's and women's attitudes toward male role norms are linked to a number of measures of well-being, this research suggests gender-focused education as a potential strategy for improving students' health and relationship quality. Close

• 27. [Article] Exploring Embodied Gender Identities in Steven Universe

  Steven Universe, a relatively new show from Cartoon Network, explores an unexpectedly complex understanding of gender through their main protagonists. Utilizing Judith Butler’s work on gender performativity ...

  Citation × Citation Citation Abstract Copy Title: Exploring Embodied Gender Identities in Steven Universe Author: Painter, Stephanie (Stephanie Lauryn) Steven Universe, a relatively new show from Cartoon Network, explores an unexpectedly complex understanding of gender through their main protagonists. Utilizing Judith Butler’s work on gender performativity and doing gender, as well as Daniel Dennett’s conception of the self as a theorist’s fiction, and Alexander Weheliye’s understanding of power and oppression existing in the articulated assemblages of people’s embodiment, I analyze the construction of several of the characters in Steven Universe and how they deviate from normative modes of being. In this paper, I argue that Steven Universe is expanding the normative construction of what it means to have an identity and a gender identity in children’s animation. Title: Exploring Embodied Gender Identities in Steven Universe Author: Painter, Stephanie (Stephanie Lauryn) Steven Universe, a relatively new show from Cartoon Network, explores an unexpectedly complex understanding of gender through their main protagonists. Utilizing Judith Butler’s work on gender performativity and doing gender, as well as Daniel Dennett’s conception of the self as a theorist’s fiction, and Alexander Weheliye’s understanding of power and oppression existing in the articulated assemblages of people’s embodiment, I analyze the construction of several of the characters in Steven Universe and how they deviate from normative modes of being. In this paper, I argue that Steven Universe is expanding the normative construction of what it means to have an identity and a gender identity in children’s animation. Close

• 28. [Article] Gender in 21st Century American Film: Gender Messages and Types of Artistic Success

  44 pages. A thesis presented to the Department of Sociology and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 20...

  Citation × Citation Citation Abstract Copy Title: Gender in 21st Century American Film: Gender Messages and Types of Artistic Success Author: Rojc, Ellen Year: 2014 44 pages. A thesis presented to the Department of Sociology and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2014. Title: Gender in 21st Century American Film: Gender Messages and Types of Artistic Success Author: Rojc, Ellen Year: 2014 44 pages. A thesis presented to the Department of Sociology and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2014. Close

• 29. [Article] “I Will Own You”: Accountability in Massively Multiplayer Online Games

  15 pages

  Citation × Citation Citation Abstract Copy Title: “I Will Own You”: Accountability in Massively Multiplayer Online Games Author: Stabile, Carol A. Year: 2014 15 pages Title: “I Will Own You”: Accountability in Massively Multiplayer Online Games Author: Stabile, Carol A. Year: 2014 15 pages Close

• 30. [Article] Beyond resistance: Gender, performance, and fannish practice in digital culture

  x, 160 p. : ill. (some col.)

  Citation × Citation Citation Abstract Copy Title: Beyond resistance: Gender, performance, and fannish practice in digital culture Author: Hampton, Darlene Rose, 1976- Year: 2011, 2010 x, 160 p. : ill. (some col.) Title: Beyond resistance: Gender, performance, and fannish practice in digital culture Author: Hampton, Darlene Rose, 1976- Year: 2011, 2010 x, 160 p. : ill. (some col.) Close