Gender Role Attitudes and Beliefs and Maternal Gatekeeping: A Meta-Analytic Review
Why this work is in the frame
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Bibliographic record
Abstract
As an essential subdimension of coparenting, gatekeeping involves behaviors encouraging or discouraging the coparent from engagement in parenting. Maternal gatekeeping is defined as the “preferences and struggles of mothers” to control the role of fathers in terms of involvement with housework and childcare activities (Allen & Hawkins, 1999; Schoppe-Sullivan et al., 2015). Hence, mothers may block or promote fathers’ involvement in parenting through gate closing or gate opening behaviors (Schoppe-Sullivan et al., 2008). Several studies revealed that greater maternal gate closing is associated with lower quality and quantity of father involvement in parenting (Fagan & Barnett, 2003; Stevenson et al., 2014), whereas greater gate opening is related to higher levels of father involvement in childcare (Schoppe-Sullivan et al., 2008; Zvara et al., 2013). Considering the indisputable role of engaged fathering in promoting children’s positive cognitive, language, and social-emotional development (Cabrera et al., 2007; Hastings et al., 2008; Kochanska et al., 2008), understanding maternal gatekeeping is essential to understanding fathering behavior, and therefore, children’s development. Gender roles are defined by individuals’, groups’, and societies’ expectations, values, and beliefs associated with a particular sex (Blackstone, 2003). Research has revealed that attitudes in favor of traditional gender roles and beliefs in biological essentialism are associated with higher maternal gate closing (Deutsch & Gaunt, 2020). The authors will conduct a meta-analytic review of the gatekeeping research literature since the first time the term was used (Beitel, 1989) to assess the associations of gender role attitudes and beliefs with maternal gate closing and maternal gate opening. Most typically, mothers report on their own gatekeeping behavior and fathers’ report on mothers’ gatekeeping behavior. Using gender as a moderator will contribute to the analysis to see how results might vary by mothers’ and fathers’ reports.
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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 | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.004 | 0.005 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.073 | 0.001 |
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