SOSYAL BECERİDE TOPLUMSAL CİNSİYET ROLLERİ VE CİNSİYET FARKLILIKLARI

Yıl 2021, Cilt: 5 Sayı: 2, 137 - 150, 31.12.2021

Ecenur Temelli Dilara Murat Büyük Arkun Tatar

https://doi.org/10.48066/kusob.890316

Cited By: 1

Öz

Bu çalışmada yetişkin bireylerin sahip olduğu cinsiyet rollerine bağlı olarak sosyal beceri düzeylerinin incelenmesi amaçlanmıştır. Bu doğrultuda Bem Cinsiyet Rolü Envanteri’yle belirlenen cinsiyet rol gruplarının sosyal beceri düzeyi açısından karşılaştırılması planlanmıştır. Çalışmaya 19-59 yaşları arasında (ort. = 27,92 ± 8,98 yıl) 137 kadın (% 59,3) ve 94 erkek (% 40,7) olmak üzere toplam 231 kişi katılmıştır. Katılımcılara Bem Cinsiyet Rolü Envanteri ve A Sosyal Beceri Ölçeği uygulanmıştır. Sonuçlara göre Bem Cinsiyet Rolü Envanteri ile oluşturulan cinsiyet rolü grupların sosyal beceri düzeyleri arasında farklılık vardır. Belirsiz grubunun sosyal beceri toplam puan ortalaması diğer gruplardan belirgin düzeyde düşüktür. Kişilerin kendi belirtikleri biyolojik cinsiyetlerine ilişkin grupların sosyal beceri düzeyleri arasında da farklılık vardır. Kadın grubunun sosyal beceri düzeyi erkek grubunun sosyal beceri düzeyinden yüksektir. Ayrıca, biyolojik cinsiyet grupları ile toplumsal cinsiyet rolleri grupları arasında A Sosyal Beceri Ölçeği puanı üzerinde istatistiksel olarak anlamlı bir etkileşim görülmemiştir.

Anahtar Kelimeler

cinsiyet, toplumsal cinsiyet, toplumsal cinsiyet rolleri, sosyal beceri

Destekleyen Kurum

Yok

Proje Numarası

Yok

Teşekkür

-

Gender Roles and Sex Differences in Social Skill

Öz

It’s aimed to examine the social skill levels based on adult individuals’ gender roles in this study. In this direction, it’s planned to compare the social skill levels of sex-role groups that determined via Bem Sex-Role Inventory. 137 female (59,3 %) and 94 male (40,7 %), in total 231 individual aged between 19-59 (mean = 27,92 ± 8,98 years) participated in study. Bem Sex-Role Inventory and A Social Skill Scale were used. According to the results, there is a significant difference between the social skill levels of sex-role groups that determined via Bem Sex-Role Inventory. The mean scores of undifferentiated group is significantly lower than the other sex-role groups. There is also a significant difference between the social skill levels of biological sex groups. Females’ social skill levels are significantly higher than males’. Also there were no statistically significant effects interactions between the biological sex groups and gender-roles groups on the A Social Skill Scale score.

Anahtar Kelimeler

sex, gender, socialization to gender roles, social skill

Proje Numarası

Yok

Kaynakça

• Allison, C., Baron-Cohen, S., Wheelwright, S. J., Stone, M. H. ve Muncer, S. J. (2011). Psychometric analysis of the Empathy Quotient (EQ). Personality and Individual Differences, 51(7), 829-835.
• Avery, A. W. (1982). Escaping loneliness in adolescence: The case for androgyny. Journal of Youth and Adolescence, 11, 451-459.
• Avery, D. R. (2003). Personality as a predictor of the value of voice. Journal of Psychology: Interdisciplinary and Applied, 137, 435-446.
• Bassoff, E. S. ve Glass, G. V. (1982). The relationship between sex roles and mental health: a meta-analysis of twenty-six studies. The Counseling Psychologist, 10(4), 105-112.
• Bates, P. (1980). The effectiveness of interpersonal skills training on the social skill acquisition of moderately and mildly retarded adults. Journal of Applied Behavior Analysis, 13(2), 237-248.
• Bem, S. L. (1974). The measurement of psychological androgyny. Journal of Consulting and Clinical Psychology, 42(2), 155-162.
• Bem, S. L. (1977). On the utility of alternative procedures for assessing psychological androgyny. Journal of Consulting and Clinical Psychology, 45(2), 196-205.
• Bem, S. L. ve Lenney, E. (1976). Sex typing and the avoidance of cross-sex behavior. Journal of Personality and Social Psychology, 33(1), 48-54.
• Bem, S. L., Martyna, W. ve Watson, C. (1976). Sex typing and androgyny: further explorations of the expressive domain. Journal of Personality and Social Psychology, 34(5), 1016-1023.
• Berenbaum, S. A., Blakemore, J. E. O. ve Beltz, A. M. (2011). A role for biology in gender-related behavior. Sex Roles, 64(11-12), 804-825.
• Bettis, P. J. ve Ferry, N. C. (2016). Gender identities and socialization. In N. A. Naples (Ed.), The Wiley Blackwell Encyclopedia of Gender and Sexuality Studies (pp. 1-4). Wiley-Blackwell.
• Bijstra, J. O. ve Jackson, S. (1998). Social skills training with early adolescents: effects on social skills, well-being, self-esteem and coping. European Journal of Psychology of Education, 13(4), 569-583.
• Campbell, M., Steffen, J. J. ve Langmeyer, D. (1981). Psychological androgyny and social competence. Psychological Reports, 48(2), 611-614.
• Canary, D. J. ve Hause, K. S. (1993). Is there any reason to research sex differences in communication? Communication Quarterly, 41(2), 129-144.
• Casey, M. B., Brabeck, M. M. ve Nuttall, R. L. (1995). As the twig is bent-the biology and socialization of gender-roles in women. Brain and Cognition, 27(2), 237-246.
• Cavell, T. A. (1990). Social adjustment, social performance, and social skills: a tri-component model of social competence. Journal of Clinical Child Psychology, 19, 111-122.
• Cheung, P. P., Siu, A. M. ve Brown, T. (2017). Measuring social skills of children and adolescents in a Chinese population: preliminary evidence on the reliability and validity of the translated Chinese version of the Social Skills Improvement System-Rating Scales (SSIS-RS-C). Research in Developmental Disabilities, 60, 187-197.
• Chrisler, J. C. ve Lamer, S. A. (2016). Gender, definitions of. In N. A. Naples (Ed.), The Wiley Blackwell Encyclopedia of Gender and Sexuality Studies (pp. 1-3). Wiley-Blackwell.
• Conger, C. J. ve Keane, S. P. (1981). Social skills intervention in the treatment of isolated or withdrawn children. Psychological Bulletin, 90, 478-495.
• Crespi, I. (2004). Socialization and gender roles within the family: a study on adolescents and their parents in Great Britain. MCFA Annals, 3, 1-8.
• Deaux, K. (1984). From individual differences to social categories: analysis of a decades’ research on gender. American Psychologist, 39(2), 105-116.
• Dedovic, K., Wadiwalla, M., Engert, V. ve Pruessner, J. C. (2009). The role of sex and gender socialization in stress reactivity. Developmental Psychology, 45(1), 45-55.
• DeLucia, J. L. (1987). Gender role identity and dating behavior: what is the relationship? Sex Roles, 17, 153-161.
• DiTommaso, E., Brannen-McNulty, C., Ross, L. ve Burgess, M. (2003). Attachment styles, social skills and loneliness in young adults. Personality and Individual Differences, 35(2), 303-312.
• Dökmen, Y. Z. (1999). Bem Cinsiyet Rolü Envanteri Kadınsılık ve Erkeksilik Ölçekleri Türkçe formunun psikometrik özellikleri. Kriz Dergisi, 7(1), 27-40.
• Dubow, E. F. ve Tisak, J. (1989). The relation between stressful life events and adjustment in elementary school children: the role of social support and social problem-solving skills. Child Development, 60(6), 1412-1423.
• Eccles, J. S., Jacobs, J. E. ve Harold, R. D. (1990). Gender role stereotypes, expectancy effects, and parents' socialization of gender differences. Journal of Social Issues, 46(2), 183-201.
• Eichinger, J. (2000). Job stress and satisfaction among special education teachers: E ects of gender and social role orientation. International Journal of Disability, Development and Education, 47, 397-412.
• Eisenberg, N. ve Miller, P. A. (1987). The relation of empathy to prosocial and related behaviors. Psychological Bulletin, 101(1), 91-119.
• Eisend, M. (2019). Gender roles. Journal of Advertising, 48(1), 72-80.
• Elliott, S. N. ve Gresham, F. M. (1993). Social skills interventions for children. Behavior Modification, 17(3), 287-313.
• Elliott, S. N., Hwang, Y. S. ve Wang, J. (2019). Teachers' ratings of social skills and problem behaviors as concurrent predictors of students' bullying behavior. Journal of Applied Developmental Psychology, 60, 119-126.
• Elliott, S. N., Malecki, C. K. ve Demaray, M. K. (2001). New directions in social skills assessment and intervention for elementary and middle school students. Exceptionality, 9(1-2), 19-32.
• Flaherty, J. F. ve Dusek, J. B. (1980). An investigation of the relationship between psychological androgyny and components of self-concept. Journal of Personality and Social Psychology, 38(6), 984-992.
• Flett, G. L., Krames, L. ve Vredenburg, K. (2009). Personality characteristics in clinical depression and remitted depression: An analysis of instrumental-agentic and expressive communal characteristics. Current Psychology, 28, 240-248.
• Fugitt, J. L., Ham, L. S. ve Bridges, A. J. (2017). Undifferentiated gender role orientation, drinking motives, and increased alcohol use in men and women. Substance Use and Misuse, 52(6), 760-772.
• Gallén, Á. G., Aznar, C. T. ve Aranda, E. R. (2019). Assessing gender stereotypes and sexual risk practices in men who have sex with men. Gaceta Sanitaria, 32, 519-525.
• Gamst-Klaussen, T., Rasmussen, L. M. P., Svartdal, F. ve Strømgren, B. (2016). Comparability of the social skills improvement system to the social skills rating system: a Norwegian study. Scandinavian Journal of Educational Research, 60(1), 20-31.
• Gianakos, I. (2002). Predictors of coping with work stress: the influences of sex, gender role, social desirability, and locus of control. Sex Roles, 46, 149-158.
• Gölönü, S. ve Karcı, Y. (2010). İletişim meslek lisesi öğrencilerinin iletişim beceri düzeylerinin incelenmesi (Ankara ili iletişim örneği). İletişim Kuram ve Araştırma Dergisi, 31, 123-140.
• Görmüş, A. Ş., Aydın, S. ve Ergin, G. (2013). İşletme bölümü öğrencilerinin iletişim becerilerinin cinsiyet rolleri bağlamında incelenmesi. Sosyal Bilimler Dergisi, 15(1), 109-128.
• Gresham, F. M. (2016). Social skills assessment and intervention for children and youth. Cambridge Journal of Education, 46(3), 319-332.
• Gresham, F. M. ve Elliott, S. N. (1987). The relationship between adaptive behavior and social skills: issues in definition and assessment. The Journal of Special Education, 21(1), 167-181.
• Gresham, F. M. ve Elliott, S. N. (1989). Social skills assessment technology for LD students. Learning Disability Quarterly, 12(2), 141-152.
• Gresham, F. M., Elliott, S. N., Metallo, S., Byrd, S., Wilson, E. ve Cassidy, K. (2018). Cross-informant agreement of children's social-emotional skills: an investigation of ratings by teachers, parents, and students from a nationally representative sample. Psychology in the Schools, 55(2), 208-223.
• Gresham, F., Elliott, S., Metallo, S., Byrd, S., Wilson, E., Erickson, M., ... & Altman, R. (2020). Psychometric fundamentals of the Social Skills Improvement System: social-emotional learning edition rating forms. Assessment for Effective Intervention, 45(3), 194-209.
• Hepp, U., Spindler, A. ve Milos, G. (2005). Eating disorder symptomatology and gender role orientation. International Journal of Eating Disorders, 37, 227-233.
• Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist, 60(6), 581-592.
• Jenkins, L. N., Demaray, M. K., Fredrick, S. S. ve Summers, K. H. (2016). Associations among middle school students’ bullying roles and social skills. Journal of School Violence, 15(3), 259-278.
• Jönsson, P. ve Carlsson, I. (2000). Androgyny and creativity: a study of the relationship between a balanced sex-role and creative functioning. Scandinavian Journal of Psychology, 41(4), 269-274.
• Kavuncu, A. N. (1987). Bem Cinsiyet Rolü Envanteri'ni Türk toplumuna uyarlama çalışmaları (Yayınlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Ankara.
• Kingery, J. N., Erdley, C. A. ve Scarpulla, E. (2020). Developing social skills. In D. Nangle, C. Erdley ve R. Schwartz-Mette (Eds), Social Skills Across the Life Span (pp. 25-45). Academic Press.
• Kopper, B. A. ve Epperson, D. L. (1991). Women and anger: sex and sex-role comparisons in the expression of anger. Psychology of Women Quarterly, 15, 7-14.
• Korkut, F. (1996). İletişim Becerilerini Değerlendirme Ölçeği’nin geliştirilmesi: güvenirlik ve geçerlik çalışmaları. Psikolojik Danışma ve Rehberlik Dergisi, 10(4), 321-327.
• Kray, L. J., Howland, L., Russell, A. G. ve Jackman, L. M. (2017). The effects of implicit gender role theories on gender system justification: Fixed beliefs strengthen masculinity to preserve the status quo. Journal of Personality and Social Psychology, 112(1), 98-115.
• Leaper, C. ve Friedman, C. K. (2007). The Socialization of Gender. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: theory and research (pp. 561-587). Guilford Press.
• Lefkowitz, E. S. ve Zeldow, P. B. (2006). Masculinity and femininity predict optimal mental health: a belated test of the androgyny hypothesis. Journal of Personality Assessment, 87, 95-101.
• Lenney, E. (1991). Sex roles: the measurement of masculinity, femininity, and androgyny. In J. P. Robinson, P. R. Shaver ve L. S. Wrightsman (Eds.), Measures of social psychological attitudes, Vol. 1. Measures of personality and social psychological attitudes (pp. 573-660). Academic Press.
• Libet, J. M. ve Lewinsohn, P. M. (1973). Concept of social skill with special reference to the behavior of depressed persons. Journal of Consulting and Clinical Psychology, 40(2), 304-312.
• Little, S. G., Swangler, J. ve Akin-Little, A. (2017). Defining social skills. In Handbook of social behavior and skills in children (pp. 9-17). Springer, Cham.
• Lodder, G. M. A., Goossens, L., Scholte, R. H. J., Engels, R. C. M. E. ve Verhagen, M. (2016). Adolescent loneliness and social skills: agreement and discrepancies between self-, meta-, and peer-evaluations. Journal of Youth and Adolescence, 45(12), 2406-2416.
• Luchs, M. G. ve Mooradian, T. A. (2012). Sex, personality, and sustainable consumer behaviour: Elucidating the gender effect. Journal of Consumer Policy, 35(1), 127-144.
• Lytton, H. ve Romney, D. M. (1991). Parents' differential socialization of boys and girls: a meta-analysis. Psychological Bulletin, 109(2), 267-296.
• Marini, M. M. (1990). Sex and gender: what do we know? Sociological Forum, 5(1), 5-120.
• Martin, C. L. ve Ruble, D. N. (2004). Children's search for gender cues: Cognitive perspectives on gender development. Current Directions in Psychological Science, 13(2), 67-70.
• Miller, C. F. (2016). Gender development, theories of. In N. A. Naples (Ed.), The Wiley Blackwell Encyclopedia of Gender and Sexuality Studies (pp. 1-6). Wiley-Blackwell.
• Moeller, R. W. ve Seehuus, M. (2019). Loneliness as a mediator for college students' social skills and experiences of depression and anxiety. Journal of Adolescence, 73, 1-13.
• Muehlenhard, C. L. ve Peterson, Z. D. (2011). Distinguishing between sex and gender: history, current conceptualizations, and implications. Sex Roles, 64(11-12), 791-803.
• Özbay, Y., Terzi, Ş., Erkan, S. ve Çankaya, Z. C. (2011). Üniversite öğrencilerinin profesyonel yardım arama tutumları, cinsiyet rolleri ve kendini saklama düzeyleri. Pegem Eğitim ve Öğretim Dergisi, 1(4), 59-71.
• Reilly, D., Neumann, D. L. ve Andrews, G. (2016). Sex and sex-role differences in specific cognitive abilities. Intelligence, 54, 147-158.
• Renk, K. ve Creasey, G. (2003). The relationship of gender, gender identity and coping strategies in late adolescents. Journal of Adolescence, 26, 159-168.
• Riggio, R. E. (1986). Assessment of basic social skills. Journal of Personality and Social Psychology, 51(3), 649-660.
• Sarason, B. R., Sarason, I. G., Hacker, T. A. ve Basham, R. B. (1985). Concomitants of social support: social skills, physical attractiveness, and gender. Journal of Personality and Social Psychology, 49(2), 469-480.
• Scagnelli, M., Copelli, C., Presti, G. ve Moderato, P. (2017). Does a treatment for increasing social skill affect the occurrence of challenging behaviors. Life Span and Disability 20(2), 163-181.
• Segrin, C. (2000). Social skills deficits associated with depression. Clinical Psychology Review, 20(3), 379-403.
• Segrin, C. (2019). Indirect effects of social skills on health through stress and loneliness. Health Communication, 34(1), 118-124.
• Segrin, C., McNelis, M. ve Swiatkowski, P. (2016). Social skills, social support, and psychological distress: a test of the social skills deficit vulnerability model. Human Communication Research, 42(1), 122-137.
• Siyez, D. M. ve Yusupu, R. (2015). Üniversite öğrencilerinde kariyer uyumluluğu ve kariyer iyimserliğinin cinsiyet rolü değişkenine göre incelenmesi. İş, Güç, Endüstri İlişkileri ve İnsan Kaynakları Dergisi, 17(1), 77-88.
• Spence, S. H. (2003). Social skills training with children and young people: theory, evidence and practice. Child and Adolescent Mental Health, 8(2), 84-96.
• Spirito, A., Hart, K., Overholser, J. ve Halverson, J. (1990). Social skills and depression in adolescence suicide attempters. Adolescence, 25(90), 542-552.
• Tatar, A., Özdemir, H., Haşlak, F. D., Atsızelti, Ş., Özüdoğru, M. T., Çavuşoğlu, F., Çelikbaş, B., Uysal, A. R., Toklu, N., Uyğur, G., Astar, M. ve Saltukoğlu, G. (2018). Yetişkinler için A Sosyal Beceri Ölçeği’nin geliştirilmesi ve psikometrik özelliklerinin incelenmesi. Akademik Sosyal Araştırmalar Dergisi, 6(68), 69-88.
• Ünüvar, P. ve Tagay, Ö. (2015). Çalışan evli kadınların toplumsal cinsiyet rolleri, yaşam, iş doyumu ve evlilik uyumlarının incelenmesi. Kadın 2000, 16(1), 21-44.
• Warner, L. R. (2016). Gender identity, theories of. In N. A. Naples (Ed.), The Wiley Blackwell Encyclopedia of Gender and Sexuality Studies (pp. 1-6). Wiley-Blackwell.
• Webster-Stratton, C. ve Lindsay, D. W. (1999). Social competence and conduct problems in young children: issues in assessment. Journal of Clinical Child Psychology, 28(1), 25-44.
• Wenzel, A., Graff-Dolezal, J., Macho, M. ve Brendle, J. R. (2005). Communication and social skills in socially anxious and nonanxious individuals in the context of romantic relationships. Behaviour Research and Therapy, 43(4), 505-519.
• Willerth, M., Ahmed, T., Phillips, S. P., Pérez-Zepeda, M. U., Zunzunegui, M. V. ve Auais, M. (2020). The relationship between gender roles and self-rated health: a perspective from an international study. Archives of Gerontology and Geriatrics, 87, 103994.
• Witt, S. D. (2000). The influence of peers on children's socialization to gender roles. Early Child Development and Care, 162(1), 1-7.
• Xishan, H., Xiao-Lu, Z., Juan, Z., Lin, Z. ve Kunio, S. (2012). Relationships among androgyny, self-esteem, and trait coping style of Chinese university students. Social Behavior & Personality: An International Journal, 40, 1005-1014.
• Zosuls, K. M., Miller, C. F., Ruble, D. N., Martin, C. L. ve Fabes, R. A. (2011). Gender development research in sex roles: historical trends and future directions. Sex Roles, 64(11-12), 826-842.