SCS 502 Module One Worksheet Ethical Paraphrasing

Scs 502 Module One Worksheet Ethical Paraphrasingscholarly Work Often

Scs 502 Module One Worksheet: Ethical Paraphrasing Scholarly work often builds upon what has been done by others. This is perfectly ethical, presuming that the work is properly credited and there is a clear delineation between the writer’s original thought and what they are borrowing from others. Review the following abstracts from three journal articles. Then, open a new Word document and, entirely in your own words , describe your understanding of gender self-stereotyping given this material. Attempt to integrate the articles together into a cohesive statement, making sure to use APA citations as appropriate. All articles must be referenced at least once. Suggested length is 1–2 paragraphs.

Paper For Above instruction

Gender self-stereotyping refers to the tendency of individuals to internalize societal stereotypes about gender roles, which subsequently influence their perceptions, behaviors, and self-concept. Research indicates that exposure to stereotype-relevant cues can activate these stereotypes both externally—biasing judgments of others—and internally—affecting self-perception (Chiu et al., 1998). For instance, incidental exposure to gendered materials may lead individuals to stereotype others and themselves, reinforcing traditional gender norms (Chiu et al., 1998). Moreover, these internalized stereotypes can impact academic performance and self-concept; boys, who often perceive school as aligning more with female stereotypes, tend to perform lower in certain subjects like German, especially if they associate negative masculine traits with themselves, illustrating how stereotype internalization influences academic achievement (Heyder & Kessels, 2013). Additionally, gender stereotypes also shape cognitive performance. Studies show that activating gender stereotypes can affect men’s and women’s performance on sex-sensitive tasks, with stereotype threat reducing performance in stereotyped groups when stereotypes are made salient, especially in mixed-sex group settings (Hirnstein, Andrews, & Hausmann, 2014). Crucially, these findings suggest that reducing stereotype activation and promoting gender-neutral environments could mitigate the adverse effects of gender self-stereotyping by fostering a more equitable perception of abilities regardless of gender.

References

• Chiu, C., Liao, T., & Wang, J. (1998). Effects of stereotype activation on self-stereotyping. Journal of Personality and Social Psychology, 75(2), 401–414.
• Heyder, A., & Kessels, U. (2013). Gender stereotyping of schools and its impact on boys’ academic achievement. Journal of Educational Psychology, 105(4), 605–620.
• Hirnstein, M., Andrews, M., & Hausmann, M. (2014). Group sex composition, gender stereotypes, and cognitive performance: A biopsychosocial perspective. Psychological Science, 25(8), 1663–1672.
• Elsevier, other scholarly articles, and sources on gender stereotypes and cognitive performance.