Approach to the concept of emotionality. The emotional stereotype of sexism

Article Sidebar

PDF (Español)
Published: Jul 1, 2017

Main Article Content

Raúl Carretero-Bermejo
Facultad de Ciencias de la Educación y Humanidades de Cuenca. UCLM Emociónart. Coaching for life.
Spain
http://orcid.org/0000-0003-4167-0978
Biography
Alberto Nolasco-Hernández
Universidad de Zaragoza.
Spain
http://orcid.org/0000-0001-9678-6447
Biography
Vol. 4 No. 1 (2017), Articles, pages 34-41
DOI: https://doi.org/10.17979/reipe.2017.4.1.1545
Submitted: May 4, 2016 Accepted: Jun 12, 2017 Published: Jul 1, 2017
How to Cite

Abstract

This work has two main objectives: The first one is to understand the emotional stereotype of sexism, or what is the same, to know the expectations and beliefs that sexism shows about what should be the emotional behavior in women and men from this ideological position. The second objective is to propose a first approach and definition of the emotional dimension of sexism within the framework of the theory of Ambivalent Sexism, that we will call emotionality. For the development of this work we have selected a sample of 1608 students located on the four provinces and five Education Faculties from Castilla La Mancha. 1308 participants are those who have fulfilled all the conditions to join the study. The results show that sexism presents a stereotype of emotional management very clear and different for men and women as well as complementary as sexist ideology itself, where women get their highest score in emotional care and its lowest score in emotional regulation. By contrast, men get the highest score in emotional regulation and its lowest score in emotional care. This sexist emotional stereotype is also significantly different, from our results perspective, of the stereotype of study population that has not sexist beliefs. Our results suggest, therefore, the existence of this sexist emotional stereotype and the need to include a new dimension, the emotionality, in the definition of sexism.

Keywords:

sexism, emotionality, stereotyping of emotions, emotional management sexismo, emocionalidad, estereotipo de emociones, gestión emocional

Downloads

Download data is not yet available.

Article Details

References

Aquino, A. E. (2003). Diferencias de género y edad en la inteligencia emocional de un grupo de Internautas. Unpublished Thesis. Universidad Inca Garcilaso de la Vega. Facultad de Psicología y Ciencias Sociales. Lima-Peru.

Argyle, M. (1990). The psychology of interpersonal behaviour. Harmondsworth, UK: Penguin.

Baron-Cohen, S. (2003). The essential difference: men, women and the extreme male brain. London: Allen Lane.

Brody, L. R., y Hall, J. A. (1993). Gender and Emotion. In Lewis, M. y Haviland, J., (Eds.), Handbook of Emotions. Nueva York: Guilford Press.

Candela, C., Barberá, E., Ramos, A., & Sarrió, M. (1997). Inteligencia emocional y la variable Género. REME. Revista Electrónica de La Motivación Y Emoción, 5(10). http://reme.uji.es/articulos/acandc2272105102/texto.html

Carretero-Bermejo, R. (2011). Sexo, sexismo y acoso escolar entre iguales. Revista Complutense de Educación. 22(1), 27-43. https://doi.org/10.5209/rev_RCED.2011.v22.n1.2

Diaz-Aguado, M.J. (2006) Sexismo, violencia de género y acoso escolar. Propuestas para una prevención integral de la violencia. Revista de Estudios de Juventud, 73, 38-57. http://www.educarenigualdad.org/media/pdf/uploaded/old/Doc_175_revista_juventud.pdf

Díaz-Aguado, M. J., Martínez, R., y Martín, J (2010). Estudio estatal sobre la Convivencia Escolar en la Educación Secundaria Obligatoria. Madrid: Ministerio de Educación. http://www.madrid.org/dat_norte/WEBDATMARCOS/supe/convivencia/estudio.estatal2010.pdf

Díaz-Lázaro, C. M., y Toro-Alfonso, J. (2014). La contribución estadística del autoritarismo, la dominancia social, la empatía, y el materialismo a la varianza del prejuicio intergrupal en Puerto Rico. Revista Puertorriqueña de Psicología, 25(1), 354-137. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1946-20262014000100008

Expósito, F., Moya, M., y Glick, P (1998). Sexismo ambivalente: Medición y correlatos. Revista de Psicología Social, 13(2), 159–169. https://doi.org/10.1174/021347498760350641

Ferragut, M., Blanca, M. J., and Ortiz-Tallo, M. (2013). Psychological values as protective factors against sexist attitudes in preadolescents. Psicothema, 25(1), 38-42. http://doi.org/10.7334/psicothema2012.85

Fernández-Berrocal, P., Extremera, N., & Ramos, N. (2004). Validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale. Psychological reports, 94(3), 751-755. https://doi.org/10.2466/pr0.94.3.751-755

Garaigordobil, M. (2013). Sexism and alexithymia: Correlations and differences as a function of gender, age, and educational level. Anales de Psicología, 29(2), 368–377. https://doi.org/10.6018/analesps.29.2.132261

Garaigordobil, M., y Aliri, J. (2013). Relaciones del Sexismo con justificación de violencia y con otras formas de prejuicio como la dominancia social y el autoritarismo. Estudios de Psicología, 34(2). http://www.tandfonline.com/doi/abs/10.1174/021093913806751384?journalCode=redp20

Gartzia, L. (2011). Nuevos modelos de gestión: de pensar en masculino a pensar en andrógino. Boletín de Estudios Económicos, 203, 299–314. www.emozioak.net/index.php/en/otros/item/download/480.html

Glick, P., & Fiske, S. T. (1996). The ambivalent sexism inventory: Differentiating and Hostile Benevolent sexism. Journal of Personality and Social Psychology, 70, 491–512.

Glick, P., & Fiske, S. T. (1997). Hostile and Benevolent sexism. Measuring ambivalent sexist attitudes. Psychology of Women Quarterly, 21, 119-135. https://doi.org/10.1111/j.1471-6402.1997.tb00104.x

Gómez-Berrocal, C., Cuadrado, I., Navas, M., Quiles, M. N., y Morera, M. D. (2011). Sexismo hostil y benevolente: Dimensiones de comparación intergrupal, imagen de los subtipos de mujer y autoimagen del endogrupo. Revista de Psicología Social, 26(1), 45–62. https://doi.org/10.1174/021347411794078453

Gorostiaga, A., Balluerka, N., y Soroa, G. (2014). Evaluación de la empatía en el ámbito educativo y su relación con la inteligencia emocional. Revista de Educación, 364, 43- 61. https://doi.org/10.4438/1988-592X-RE-2014-364-253

Hall, J. A. (1978). Gender effects in decoding nonverbal cues. Psychological Bulletin, 85, 845–857. https://doi.org/10.1037/0033-2909.85.4.845

Hall, J. A. (1984). Nonverbal sex differences: Communication accuracy and expressive style. Baltimore: Johns Hopkins University Press.

Hargie, O., Saunders, C., y Dickson, O. (1995). Social skills in interpersonal communication. London: Routledge.

Lewis, R. A. (1978). Emotional intimacy among men. Journal of Social Issues, 34. 108-121. https://doi.org/10.1111/j.1540-4560.1978.tb02543.x

López-Cepero, J., Rodríguez-Franco, L., Rodríguez-Díaz, F. y Bringas, C. (2013). Validación de la versión corta del Social Roles Questionnaire (SRQ-R) con una muestra adolescente y juvenil española. Revista electrónica de metodología aplicada. 18(1), 1-16. https://doi.org/10.17811/rema.18.1.2013.1-16

Mayer, J. D., y Salovey, P. (1997). What is emotional intelligence? Emotional development and emotional intelligence: Implications for educators. New York: Basic Books. http://ei.yale.edu/publication/emotional-intelligence-4/

Merino, E., Martínez, M., y Díaz-Aguado, M. J. (2010). Sexismo, Inteligencia Emocional y Adolescencia. Revista de Psicología Educativa, 16(1), 77–88. https://doi.org/10.5093/ed2010v16n1a7

Roets, A., Van Hiel, A., & Dhont, K. (2012). Is sexism a gender issue? A motivated social cognition perspective on men’s and women’s sexist attitudes toward the own and other gender. European Journal of Personality, 26, 350-359. http://doi.org/10.1002/per.843

Rodríguez, M. J., Lameiras, M., Carrera, M. V., y Faílde, J. M (2009). Aproximación conceptual al Sexismo ambivalente: Estado de la cuestión. SUMMA Psicológica UST, 6(2), 131-142. http://www.summapsicologica.cl/index.php/summa/article/view/68/68

Rosenthal, R., Hall, J. A., DiMatteo, M. R., Rogers, P. L., y Archer, D. (1979). Sensitivity to nonverbal communication: The PONS test. Baltimore: Johns Hopkins University Press.

Tapia, M. y MarshaII, G. E. (2006). The effects of sex and grade-point average on emotional intelligence. Psicothema, 18, 108-111. http://www.psicothema.es/pdf/3284.pdf

Salovey, P., & Grewal, D. (2006). Inteligencia Emocional. Mente y Cerebro, 16, 10-20. http://amscimag.sigmaxi.org/4Lane/ForeignPDF/2005-07GrewalSpanish.pdf

Salovey, P., & Mayer, J. D. (1990): Emotional intelligence. Imagination, Cognition, and Personality, 9(3), 185-211. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.385.4383&rep=rep1&type=pdf

Sánchez, M. T., Fernández-Berrocal, P., Montañés, J., y Latorre, J. M. (2008). ¿Es la inteligencia emocional una cuestión de Género? Socialización de las competencias emocionales en hombres y mujeres y sus implicaciones. Revista Electrónica de Investigación Psicoeducativa, 6(2), 455–474. http://www.investigacion-psicopedagogica.org/revista/new/ContadorArticulo.php?253

Sánchez-Núñez, M. T., Fernández-Berrocal, P. y Latorre, J. M. (2013). Assessment of emotional intelligence in the family: influences between parents and children on their own perception and that of others. The Family Journal, 21, 44-52. https://doi.org/10.1177/1066480712456821

Scandroglio, B.; López, J.S.; San José, M.C. (2008). La Teoría de la Identidad Social: una síntesis crítica de sus fundamentos, evidencias y controversias. Psicothema, 20(1), 80-89. http://www.psicothema.com/pdf/3432.pdf

Zakrisson, I., Aderzén, M., Lenell, F., y Sandelin, H. (2012). Ambivalent sexism: A tool for understanding and improving gender relations in organizations. Scandinavian Journal of Psychology, 53, 64-70. https://doi.org//10.1111/j.1467-9450.2011.00900.x