Do students' attitudes toward women change during medical school?

BACKGROUND: Medical school has historically reinforced traditional views of women. This cohort study follows implementation of a revitalized curriculum and examines students'' attitudes toward women on entry into an Ontario medical school, and 3 years later. METHODS: Of the 75 students entering first year at Queen''s University medical school 70 completed the initial survey in September 1994 and 54 were resurveyed in May 1997. First-year students at 2 other Ontario medical schools were also surveyed in 1994, and these 166 respondents formed a comparison group. Changes in responses to statements about sex-role stereotypes, willingness to control decision-making of female patients, and conceptualization of women as "other" or "abnormal" because they are women were examined. Responses from the comparison group were used to indicate whether the Queen''s group was representative. RESULTS: Attitudinal differences between the primary group and the comparison group were not significant. After 3 years of medical education students were somewhat less accepting of sex-role stereotypes and less controlling in the doctor-patient encounter. They continued, however, to equate adults with men and to see women as "not adult" or "other." Female students began and remained somewhat more open-minded in all areas studied. INTERPRETATION: A predicted trend toward conservatism was not seen as students became older, more aware and closer to completion of medical training, although they continued to equate adults with male and to see women as "other." Findings may validate new curricular approaches and increased attention to gender issues in the academic environment.     

Bridging Multiple Worlds: How African American and Latino Youth in Academic Outreach Programs Navigate Math Pathways to College

Universities have launched outreach programs to enhance their ethnic diversity, yet little developmental research examines students' pathways to college. This study compares capital models (highlighting family background) with challenge models (highlighting students' challenges and resources) in predicting pathways to college. The Bridging Multiple Worlds Model frames this longitudinal study of 120 African American and Latino youth in outreach programs. We examined students' family backgrounds; challenges and resources across family, school, peer, and community worlds; and high school math pathways as predictors of college eligibility and enrollment. African American students more typically had U. S. born, college-educated parents, and Latino students, immigrant parents with high school education or less. Second, students saw parents as greater resources than teachers, siblings, and themselves; peers and teachers were their greatest challenges. Youth distinguished resources and challenges more by their source than form. Third, high school math and English grades rose and fell together, with early math grades predicting college eligibility. Five math pathways emerged: steady, slowly declining, rapidly declining, increasing, and "back on track" toward college, but pathways did not always predict college choices. Fourth, although family background predicted few outcomes, parents' and teachers' help and siblings' challenges predicted grades, eligibility, and admission to prestigious colleges. Findings highlight both capital and challenge models for science, policy, and programs involving diversity and equity.     

Gender differences in mate selection criteria: Sociobiological or socioeconomic explanation?

Past research has demonstrated clear gender differences in reported mate selection criteria. Compared to women, men place more importance on physical attractiveness and women place more importance than men do on the earning capacity of a potential mate. These gender differences have been explained using both sociobiological propositions and differences in the relative economic power of men and women. The present study tested the structural powerlessness hypothesis as an explanation for women's greater emphasis on the earning capacity of a potential spouse. Samples of college students (N = 997) and community members (N = 282) were asked to report expected personal income and to rate the importance of listed characteristics in a potential mate. Consistent with past research, men placed more emphasis on the item Good Looks, whereas women placed more importance on the item Good Financial Prospect. Contrary to the structural powerless model, women's expected income was positively related to ratings of the importance of a potential mate's earning capacity in the college sample and was unrelated to women's ratings of the item Good Financial Prospect in the community sample. Findings are discussed in terms of both evolutionary psychology and gender differences in access to financial resources.     

青海省大学生吸烟现状及其影响因素分析

目的：探讨青海省大学生吸烟现状及其影响因素分析。方法：选择青海省综合性大学学生1106 例作为调查对象,采用分层 整群随机抽样的调查方法,对入选者使用自制问卷进行调查。结果：不同性别、不同专业、不同年级及父母是否抽烟的学生吸烟率 比较,差异具有统计学意义（P＜0.05）。对影响大学生吸烟行为的相关影响因素进行单因素分析发现,性别、周围朋友吸烟、父母不 反对以及抑郁或伤心是造成大学生吸烟的相关危险因素（P＜0.05）。对以上相关危险因素进行多因素回归分析发现,四者均是造 成大学生吸烟的独立危险因素（P＜0.05）。结论：性别、父母态度、周围朋友吸烟状况及自身抑郁心理是造成青海省大学生吸烟行 为的主要危险因素,高校应针对不同大学生的自身现状制定相应的控烟措施,减少大学生吸烟率。     

Gender Differences in Cooperation: Experimental Evidence on High School Students

The emergence of cooperation among unrelated human subjects is a long-standing conundrum that has been amply studied both theoretically and experimentally. Within the question, a less explored issue relates to the gender dependence of cooperation, which can be traced back to Darwin, who stated that "women are less selfish but men are more competitive". Indeed, gender has been shown to be relevant in several game theoretical paradigms of social cooperativeness, including prisoner''s dilemma, snowdrift and ultimatum/dictator games, but there is no consensus as to which gender is more cooperative. We here contribute to this literature by analyzing the role of gender in a repeated Prisoners'' Dilemma played by Spanish high-school students in both a square lattice and a heterogeneous network. While the experiment was conducted to shed light on the influence of networks on the emergence of cooperation, we benefit from the availability of a large dataset of more 1200 participants. We applied different standard econometric techniques to this dataset, including Ordinary Least Squares and Linear Probability models including random effects. All our analyses indicate that being male is negatively associated with the level of cooperation, this association being statistically significant at standard levels. We also obtain a gender difference in the level of cooperation when we control for the unobserved heterogeneity of individuals, which indicates that the gender gap in cooperation favoring female students is present after netting out this effect from other socio-demographics factors not controlled for in the experiment, and from gender differences in risk, social and competitive preferences.     

Retrospective Reports of Child Feeding Practices,Current Eating Behaviors,and BMI in College Students

Research concerning child feeding practices has focused on children and adolescents, and little is known about how feeding practices used in childhood relate to eating behaviors and weight status in early adulthood. We assessed college students' and their parents' retrospective reports of child feeding practices used when the students were in middle childhood. We also assessed the college students' current reports of their eating behaviors using the Dutch Eating Behavior Questionnaire (DEBQ) and the Intuitive Eating Scale (IES), and measured their current BMI. Results showed that college students' and their parents' reports about previous parental use of child feeding practices were not correlated. Parent reports of their own use of child feeding practices were more related to students' eating behaviors and BMI than were students' recollections about feeding practices used by their parents. An analysis of gender effects showed that there were positive correlations between parental child feeding practices, BMI, and emotional eating for female students. These relationships did not exist for male students. The results suggest that child feeding practices recollected by parents are linked to the development of emotional eating and weight status of women in early adulthood.     

The relationship between pet ownership,social support,and internalizing symptoms in students from the first to fourth year of college

Abstract

Internalizing symptoms are prevalent in students as they enter and complete college. Considering research suggesting mental health benefits of pet ownership, this study explores the relationship between pet ownership, social support (SS), and internalizing symptoms (IS) in a cohort of students across their 4-year college experience. With no differences at college entry, students growing up with pets had greater IS through the fourth year, and greater SS through the third year, than those without pets. Currently living with a pet, gender, SS and personality predicted IS in the fourth year. Females experiencing higher IS in their first year are more likely to live with pets in their fourth year, and fourth year females living with pets or greatly missing absent pets have higher IS than females without pets or missing pets less. Findings suggest a unique relationship between IS in female students and their pet relationships not seen in males.     

Highlighting the contrasts,downplaying the divergences: insertion and visibility tactics of Brazilians in Portugal

Although many scholars point to the importance of gender in structuring the immigrant experience, many immigrant women themselves do not attribute much importance to the role that gender plays in their lives. To explore this issue further, we investigate how thirty-two foreign-born Latinas define their experiences in Utah, a new immigrant destination that has received little empirical attention. The women in our sample indicated five major challenges they faced in their everyday lives: social isolation, language difficulty, racial-ethnic prejudice, poverty and lack of documentation. Most of the women described these challenges in terms of social class, race-ethnicity and immigrant status, rather than gender. We argue that migration research needs to be more attuned to axes of oppression other than gender and more attentive to how immigrant women, themselves, interpret their everyday lives.     

Relative health effects of education, socioeconomic status and domestic gender inequity in Sweden: a cohort study

Introduction

Limited existing research on gender inequities suggests that for men workplace atmosphere shapes wellbeing while women are less susceptible to socioeconomic or work status but vulnerable to home inequities.

Methods

Using the 2007 Northern Swedish Cohort (n = 773) we identified relative contributions of perceived gender inequities in relationships, financial strain, and education to self-reported health to determine whether controlling for sex, examining interactions between sex and other social variables, or sex-disaggregating data yielded most information about sex differences.

Results and Discussion

Men had lower education but also less financial strain, and experienced less gender inequity. Overall, low education and financial strain detracted from health. However, sex-disaggregated data showed this to be true for women, whereas for men only gender inequity at home affected health. In the relatively egalitarian Swedish environment where women more readily enter all work arenas and men often provide parenting, traditional primacy of the home environment (for women) and the work environment (for men) in shaping health is reversing such that perceived domestic gender inequity has a significant health impact on men, while for women only education and financial strain are contributory. These outcomes were identified only when data were sex-disaggregated.     

Conflicting categories? Women,conflict and identity in Northern Ireland

Women's involvement in ethno-national conflicts is often overlooked, due partly to gender expectations. The gendered nature of ethno-nationalist identities and the salience of gender categories during conflict both work to render women ‘invisible’. However, women do frequently engage directly in ethno-national conflict. Such engagement can provide a space to disrupt gender ideologies, but is typically evaluated by others with reference to gender norms. This paper examines direct conflict engagement by a group of loyalist women in Northern Ireland, a region noted for both ethno-national conflict and gender conservatism. Using discourse analysis, it explores how the women themselves understand their central role in street protests and confrontations. It examines: (1) how they construct their identities as women in this situation; (2) the extent to which they refer to gender in explaining the conflict; and (3) how they see their actions affecting gender norms and relations within their community.     

Gender Matters: The Relationship between Social Anxiety and Alcohol-Related Consequences

Background and Objectives

Identification of risk factors for alcohol-related consequences is an important public health concern. Both gender and social anxiety have been associated with alcohol-related consequences broadly, but it is unknown whether these variables are differentially related to specific types of alcohol-related consequences for American college students.

Methods

In the present study, 573 undergraduate students (M _age = 19.86 years, SD = 1.40; range 18 to 25; 68.9% female) completed an on-line assessment of social anxiety, alcohol use, and four types of alcohol-related consequences (personal, social, physical, and role). Poisson regressions were run to examine social anxiety, gender, and the interaction between social anxiety and gender as predictors of each type of alcohol-related consequences.

Results

After controlling for alcohol use, social anxiety was positively associated with all four types of consequences, and females endorsed higher rates of physical, personal, and role consequences. The interaction between social anxiety and gender was statistically significant only for physical consequences, with social anxiety having a stronger effect for males.

Discussion and Conclusions

These findings, which diverge somewhat from those of a prior study with Australian college students, are discussed in the context of a biopsychosocial model of social anxiety and substance use problems.

Scientific Significance

This study highlights the importance of further investigating cultural differences in the relationships among social anxiety, gender, and alcohol-related consequences.     

Gender and the Publication Output of Graduate Students: A Case Study

We examine gender differences among the six PhD student cohorts 2004–2009 at the California Institute of Technology using a new dataset that includes information on trainees and their advisors and enables us to construct detailed measures of teams at the advisor level. We focus on the relationship between graduate student publications and: (1) their gender; (2) the gender of the advisor, (3) the gender pairing between the advisor and the student and (4) the gender composition of the team. We find that female graduate students co-author on average 8.5% fewer papers than men; that students writing with female advisors publish 7.7% more. Of particular note is that gender pairing matters: male students working with female advisors publish 10.0% more than male students working with male advisors; women students working with male advisors publish 8.5% less. There is no difference between the publishing patterns of male students working with male advisors and female students working with female advisors. The results persist and are magnified when we focus on the quality of the published articles, as measured by average Impact Factor, instead of number of articles. We find no evidence that the number of publications relates to the gender composition of the team. Although the gender effects are reasonably modest, past research on processes of positive feedback and cumulative advantage suggest that the difference will grow, not shrink, over the careers of these recent cohorts.     

Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms

Women who start college in one of the natural or physical sciences leave in greater proportions than their male peers. The reasons for this difference are complex, and one possible contributing factor is the social environment women experience in the classroom. Using social network analysis, we explore how gender influences the confidence that college-level biology students have in each other’s mastery of biology. Results reveal that males are more likely than females to be named by peers as being knowledgeable about the course content. This effect increases as the term progresses, and persists even after controlling for class performance and outspokenness. The bias in nominations is specifically due to males over-nominating their male peers relative to their performance. The over-nomination of male peers is commensurate with an overestimation of male grades by 0.57 points on a 4 point grade scale, indicating a strong male bias among males when assessing their classmates. Females, in contrast, nominated equitably based on student performance rather than gender, suggesting they lacked gender biases in filling out these surveys. These trends persist across eleven surveys taken in three different iterations of the same Biology course. In every class, the most renowned students are always male. This favoring of males by peers could influence student self-confidence, and thus persistence in this STEM discipline.     

Gender differences in resting EEG related to Eysenk's Personality Traits

EEG mapping was used to study gender differences in hemispheric organization related to personality (40 male and 42 female subjects, the students 17-20 ages). The results showed, that each clearly defined personality trait (neuroticism, extraversion, psychoticizm and social conformity) characterized by special EEG pattern differenced on men and women groups. At the same time, more close interaction of gender and neuroticism was observed, but gender and extraversion were less connected. Neuroticism related patterns of coherence in the alpha2- and beta2-bands were associated with an activity changes in anterior cortex in men but posterior--in women, at that the positive correlations were observed in the beta2-band in the former case and negative ones in the second. There are two opposing tendencies of the interaction between extraversion and gender in a modulation of the resting theta-rhythm: an increase of cortex connections in men and decrease ones in women. The specificity of spatial-temporal EEG patterns in men associated mostly with a psychoticizm value but in women--with a social conformism. In either case these personality traits related to activity of frontal cortex in the left hemisphere.     

Sex and gender in medical education: a national student survey

Background

Gender- and sex-specific medicine is defined as the practice of medicine based on the understanding that biology (dictated by sex chromosomes) and social roles (gender) are important in and have implications for prevention, screening, diagnosis, and treatment in men and women. In light of the many ways that sex and gender influence disease presentation and patient management, there have been various initiatives to improve the integration of these topics into medical education curriculum. Although certain schools may include the topics, their impact on the student body’s knowledge has not been as fully studied. By studying the opinions of US allopathic and osteopathic-enrolled students on the extent to which their schools address these topics and their understanding of these topics, this study examined the role of gender specific medicine in the US medical school curriculum.

Methods

An email solicitation with link to an anonymous survey was sent to approximately 35,876 student members of five US medical student organizations. The survey instrument consisted of yes/no, multiple choice, and attitude awareness questions. Data was analyzed as a complete data set to evaluate national trends and via subset analysis using chi-square, paired t test, and one-way anova.

Results

A total of 1097 students responded. The majority of respondents strongly agreed that sex and gender medicine (SGBM) improves patient management (96.0 %) and should be included as a part of the medical school curriculum (94.4 %). Only 2.4 % of participants agreed that SGBM is the same as Women’s Health. When asked specifically about inclusion of an identified sex and gender-based medicine curriculum at their institution, students answered not sure at 40.8, 25.1, 19.1, and 20.3 % from first year to fourth year, respectively. Males reported a higher rate of exposure to SGBM content areas (in medical history taking, domestic violence) than women.

Conclusions

Medical students recognize the differentiation between SGBM principles and women’s health, and understand the translational value of sex and gender-specific principles in the clinical setting. However, current curricular offerings fall short of providing students with adequate coverage of specific evidence-based health differences.

     

Class Start Times,Sleep, and Academic Performance in College: A Path Analysis

Path analysis was used to examine the relationship between class start times, sleep, circadian preference, and academic performance in college-aged adults. Consistent with observations in middle and high school students, college students with later class start times slept longer, experienced less daytime sleepiness, and were less likely to miss class. Chronotype was an important moderator of sleep schedules and daytime functioning; those with morning preference went to bed and woke up earlier and functioned better throughout the day. The benefits of taking later classes did not extend to academic performance, however; grades were somewhat lower in students with predominantly late class schedules. Furthermore, students taking later classes were at greater risk for increased alcohol consumption, and among all the factors affecting academic performance, alcohol misuse exerted the strongest effect. Thus, these results indicate that later class start times in college, while allowing for more sleep, also increase the likelihood of alcohol misuse, ultimately impeding academic success. (Author correspondence: sonyper@stlawu.edu)     

Advancing sex and gender competency in medicine: sex & gender women’s health collaborative

Research conducted to date has deepened our understanding of sex and gender differences in the etiology, diagnosis, treatment, and outcomes for many conditions that affect both women and men. The Sex and Gender Women’s Health Collaborative (SGWHC) is supported by the coordinated efforts of our founding partners: the American Medical Women’s Association, the American College of Women’s Health Physicians and Society for Women’s Health Research to address the gaps in medical education with regard to sex and gender competency in the care of women. The SGWHC initiated and continues to build a novel digital resource library of sex and gender specific materials to be adopted and adapted into medical education and clinical practice, residing @ http://www.sgwhc.org. This article presents a case for the inclusion of sex and gender focused content into medical curricula and describes a means for students, faculty, and practitioners to access a centralized, interactive repository for these resources.     

Family and College Environmental Exposures Mediate the Relationship between Parental Education and Depression among College Students

Background

Depression is a major health concern for college students due to its substantial morbidity and mortality. Although low parental education has been identified as a factor in depression in college students, the mechanisms through which parental educational achievement affects students’ depression are not well understood. We tested whether adverse family and college environments mediate the relationship between parental educational level and depression among Chinese college students.

Methods

A total of 5180 respondents were selected using a cross-sectional survey. We examined the association of parental education, adverse family and college environments with depression in college students using the Adolescent Self-Rating Life Events Checklist, Beck Depression Inventory and socio-demographic questionnaires.

Results

Lower parental educational level is significantly correlated with depression in college students in our sample. Additionally, low family economic status, paternal or maternal unemployment, long periods spent apart from family, family conflicts, having been scolded and beaten by parents, poor or dissatisfying test performance, conflict with friends, heavy course load and failure in selection processes are also associated with parental education. Low family economic status, paternal or maternal unemployment, long periods spent apart from family, family conflicts, poor or dissatisfying test performance, conflict with friends and heavy course load mediated the relationship between parental education and depression in college students.

Conclusions

Adverse family and college environments could explain the influence of parental educational level on depression in college students.     

Sensation seeking and hormones in men and women: exploring the link.

Risky behaviors (e.g., binge drinking, drunk driving, risky sex) are increasing among U.S. college students, and the personality trait of sensation seeking provides a potential link between such norm-breaking behaviors and biological processes. We examined the relationship between sensation-seeking behaviors and two hormones, testosterone and cortisol, in male and female college students. Hormone levels were hypothesized to contribute to the variability of individual scores on Zuckerman's Sensation-Seeking Scale. As expected, males scored higher on the scale than females, but the data failed to support the generally accepted positive relationship between testosterone and sensation seeking for either sex. Instead, our results support the existence of a significant inverse relationship between cortisol and sensation seeking in men, but not in women, even after adjustment for testosterone levels and age. Our study contributes to the current literature by (a) supporting the association between risky behavior and a hormone other than testosterone, (b) being the first to examine the association between cortisol and sensation seeking in women, and (c) identifying a possible effect of gender on the association between hormones and sensation-seeking behaviors. Gendered social norms and expectations are likely to be partly responsible for this effect. Theory-guided interdisciplinary research is needed to improve understanding of the biological influences on human behavior, and special attention must be paid to social context, women's perceptions of their expected behavior, and gendered socialization regarding norm-breaking or risky behaviors, which may obscure biological links to female behavior.     

Gender differences in sexual jealousy: Adaptionist or social learning explanation?

It has often been speculated, and some evidence suggests, that men and women differ in the elicitation of jealousy: Men appear to be more likely than women to become upset over threats to sexual exclusivity; whereas women are more likely than men to react negatively to potential loss of partner time and attention. Both adaptionist and traditional social learning theories have been used to explain these apparent gender differences. In the present article we outline both explanations and review the relevant psychological literature on gender differences in the elicitation of jealousy. We propose that the difference in men's and women's psychological mechanisms for elicitation of jealousy is best characterized (at least in this culture) as a greater sensitivity among men to cues indicative of possible sexual infidelity rather than greater emotional upset in response to the occurence of extradyadic sex on the part of one's mate. We also provide data testing a traditional social learning explanation for the elicitation of jealousy. Results of a survey administered to college students (N = 223) demonstrate the subtle nature of gender differences in the elicitation of jealousy within this culture. Men and women were most likely to differ (in the hypothesized directions) when items pertained to concern over a partner's potential extradyadic sex rather than to reactions to sexual infidelity that is suspected to have already occurred. Although men reported placing more value on sexual activity within dating relationships and women reported placing more value on emotional intimacy, these ratings of relationship rewards did not explain the gender differences in reported jealousy. Results failed to support a traditional social learning explanation of jealousy and are discussed with regard to evolutionary theory and directions for future research.