Young Adults’ Attitudes and Reasoning About Gender Roles in the Family Context
Why this work is in the frame
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Bibliographic record
Abstract
Although the roles of men and women in society and the workplace have undergone dramatic change, there has been comparatively less change in the family roles of men and women. This study investigated young adults’ endorsements of and reasoning about gender roles in the context of the family. Participants ( N = 224) indicated their level of agreement with six different family roles and provided open-ended reasons to support their views. Social cognitive domain theory was used as a framework to interpret their open-ended reasoning. Results showed that participants applied reasoning based on ideas of morality (fairness and well-being), social conventions, and personal choice in ways that varied by participants’ gender, ethnic background (Asian or European Canadian), and the particular gender role to which they were responding. When supporting egalitarian role divisions, women were more likely to base their reasoning on morality, whereas men were more likely to rely on social conventions. In contrast, stereotypes and issues of well-being (regarding women’s roles), and social conventions (regarding men’s traditional roles) were used to support the maintenance of traditional role divisions. The results have implications for educators and policy makers and are discussed with a focus on how attitudes about family roles may be changed most effectively to increase egalitarian attitudes. Implications for the measurement of gender-role attitudes are also discussed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it