Historical and Contextual Variations in the Association Between Gender Role Adherence and Well-Being: Revisiting an Early Essay From the Merrill-Palmer Quarterly
Bibliographic record
Abstract
Abstract: Ideas discussed in R. E. Hartley's essay published in the Merrill-Palmer Quarterly in 1960 were reconsidered in a study of the associations between measures of gender role identity and self-perceptions of well-being in two samples ( N s = 710 and 325) of older school-age participants from lower middle-class and upper middle-class neighborhoods in Montreal, Canada, and Barranquilla, Colombia. One sample was collected in 2002; the other, in 2017. The central concern of Hartley's essay was the consequence of historical changes in adherence to traditional gender role prescriptions. The current study participants rated items adapted from the Bem Sex Role Inventory to measure sensitivity/femininity and assertiveness/masculinity and completed a measure of self-perceived social competence and general self-worth. Two critical findings were observed. First, there was a time-related increase in sensitivity/femininity for upper middle-class participants from Montreal and a time-related decrease in assertiveness/masculinity for lower middle-class participants. Second, in both samples, the mean scores on the two measures of well-being were higher for children who were identified as androgynous than for children who were sex-typed. These findings replicate previous results and confirm Hartley's observations described in the Merrill-Palmer Quarterly seven decades ago.
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How this classification was reachedexpand
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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".