This study investigated gender differences inthe perceptions of university students about admissionsand curriculum policies around diversity, and theexperience of intimidation. A random sample of 340 students were interviewed by telephone. Theparticipants were 54% male, 46% female; and 18% AfricanAmerican, 5% Hispanic, 19% Asian/Pacific Islanders, and58% Caucasian. The analysis found that more women than men experienced intimidation based ongender, religion, and academic ability, and that much ofthe intimidation is attributed to other students. Womenwere more supportive than men of admissions policies that have social goals. Two sociodemographiccharacteristics (African American, female) wereassociated with support for courses that emphasizecultural diversity among undergraduates. Sexist messagesfrom the broader society communicated by studentsand others in the academic environment and internalizedbywomen — as well as the diffusion effect acrossthe domains of gender, academic ability, and religion— explain the results.
Sex Roles – Springer Journals
Published: Oct 6, 2004
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