STEREOTYPES. Characters in Odyssey programs should reflect the wide diversity of our audience, keeping in mind the importance of dignity to every human being. Sensitivity is necessary in the presentation of material relating to age, sex, race, religion, sexual orientation, ethnicity or national derivation to avoid demeaning stereotypes. Special precautions must be taken to avoid portrayals and terminology which ridicule or patronize those who are physically or mentally disabled.
STEREOTYPES. Characters in Crown Media programs should reflect the wide diversity of our audience, keeping in mind the importance of dignity to every human being. Sensitivity is necessary in the presentation of material relating to age, sex, race, religion, sexual orientation, ethnicity or national derivation to avoid demeaning stereotypes. Special precautions must be taken to avoid portrayals and terminology which ridicule or patronize those who are physically or mentally disabled.
STEREOTYPES. Children acquire gender stereotypes at an early age. A U.S study with 10- month-old children found that at this age they can already detect gender-related categories (Xxxx & Xxxx, 1994). In the second year of life preferences for gender-stereotypical toys appear, as found in a Canadian study with 12-, 18-, and 24-month-old children (Xxxxxx et al., 2001). According to another Canadian study explicit knowledge about gender roles emerges between the ages of 2 and 3 years (Xxxxxx-Xxxxxx, Xxxxxx, Xxxxxxxxx, Xxx, & Xxxxxxx, 2002). Several U.S. studies found that by the age of 4 years stereotypes are well developed (Xxxxx, Xxxxxxxx, & X’Xxxxx, 1992), but it takes until about 8 years of age for gender stereotypes to become more complex, flexible and similar to adult stereotypes (Xxxxxx, Xxxx, & Xxxxxx, 1990; Xxxxxxxx et al., 2005). Determining gender stereotypes in children is a challenging task. It has been done in the U.S. using stories and pictures (Best et al., 1977) or sorting tasks (Xxxxxx et al., 1990; X’Xxxxx et al., 2000) and in Canada with preferential looking paradigms (Xxxxxx et al., 2001). These types of measures of gender stereotypes in children have however been criticized for being too challenging or not tapping the stereotype construct (Liben & Xxxxxx, 2002). Moreover, most studies asked children explicitly about their stereotypes, and did not include measures of implicit gender stereotyping in children. In a recent study with a sample of 5-, 8-, and 11-year-old Belgian children a computerized task has been developed that is suitable for assessing implicit gender stereotypes in very young children (Action Inference Paradigm, AIP; Xxxxx, Gwaronski, Rebetez, Xxxx, & Xxxxxx, 2010). This measure’s validity is promising (Xxxxx et al., 2010), and the AIP is used in the current study. At this point we don’t know whether the same predictors are important for explicit and implicit stereotype development, but the literature does not provide any evidence that they would not be.
STEREOTYPES. When studying gender stereotypes of parents and children in the family context, gender of the parent and child should be taken into account. There are several studies, mostly conducted in the U.S., on the differences between men and women in gender stereotypes, but the evidence is not conclusive. Some studies do not find gender differences (Xxxxxx & Xxxxxxxxx, 1995; Swim, Xxxxx, Xxxx, & Xxxxxx, 1995), whereas others found that men had stronger attitudes about gender than women (Xxxxx, 1981; Xxxxxx & Beymer, 1992), or women had stronger gender-related stereotypes than men (Xxxxxxxxx, Xxxxxxx, & XxXxxxxxxx, 1997). When stereotypes are assessed explicitly men display stronger gender stereotypes, whereas the level of implicit attitudes is similar for men and women (Xxxxxx & Xxxxxxxxx, 1995; Xxxxxx & Xxxxx, 2001; Xxxxxx & Kilianski, 2000) or somewhat stronger in women (Xxxxx at al., 2002a). A meta-analysis that focused specifically on parental gender stereotypes found that mothers hold less traditional attitudes about gender than fathers (Xxxxxxxxx & Xxxxxx, 2002), but it should be mentioned that most studies in this meta-analysis used explicit gender stereotype measures. A more recent U.S. study that also focused on parental explicit stereotypes found similar results, with mothers reporting less traditional attitudes about gender than fathers (Xxxxxxxxx & Xxxx, 2008). Several studies with samples from different countries show that a gender difference in explicit stereotype strength is also apparent in children (XxXxxx et al., 1999; Xxxxxxxxxx, Xxxxxx, & Xxxxx, 1993; Xxxxxx & Xxxxxx, 1995), but the direction of the effect is not clear. A meta-analysis found that preschool boys and girls did not differ in gender stereotypes (Signorella, Xxxxxx, & Xxxxx, 1993), which is consistent with the results of a more recent U.S. study that also focused on preschool children (X’Xxxxx et al., 2000). However, one other European study with preschool children indicated that boys hold more explicit gender stereotypes than girls (Xxxxxx & Xxxxxx, 1995). Few studies examined the influence of family gender constellation on parental gender stereotypes. This is surprising, because from a family systems perspective one might expect that family gender constellation would also have an influence on parents’ gender stereotypes, since this theory suggests that each family member is influenced by the other family members (Xxxxx, 1978). The influence of sibling gender on child gender stereot...
STEREOTYPES. The concept of “model minority” was established to represent that the South Asian community was a highly functional and successful group that worked hard to assimilate into the United States culture and society (Xxx & Joo, 2005). The concept would bring about a myth and image that all South Asians were to be successful, have no health concerns, and be well educated within society. This further lead to misrepresentative characteristics that frame the South Asian community and undermine the negative experience this cultural group may face (Das Gupta, 2006). The perceptions of South Asians being “model minorities” may instigate people to think of South Asians as “others” (Xxxxxxx & Monin, 2005). On top of being “model minorities”, South Asians may be profiled coming from two different socioeconomic statuses: 1) As convenience store owners, cab drivers, or motel operators who are uneducated and live with their extended families in small and crowded homes or 2) Snobbish engineers or doctors who lack English-speaking fluency (Claus, Diamond, & Xxxxx, 2003). These stereotypes are built upon media and shows, such as The Simpsons character Apu, a convenience store owner with a strong and thick accent, and contrasts with reality (Xxxxxxx, 2011). The concepts of “model minority” and stereotypes perpetuated by media and shows may influence stereotype threat. Stereotype threat is a concept thought to result from increased concerns about being evaluated in terms of a negative group stereotype (Xxxxxx, 1997). Stereotype threat has been shown to depress intellectual performance, impede learning, undermine identity, and cause a strain on an individual (Xxxxxxx et al, 2012; Xxxxxx & Xxxxxx, 2011; Xxxxxx, 1997). Efforts to suppress or prevent the fulfillment of the stereotypes can also lead to emotional, cognitive, and physiological elements of anxiety (Xxxxxxx et al., 2012). For South Asians, stereotypes that portray them to be outsiders including being a “model minority”, a “perpetual outsider”, and being from a lower socioeconomic status may influence stereotype threat. For this population, these stereotypes may strain their self-esteem and impede on their development. Thus, it could be postulated that the concept of stereotype threat may have indirect consequences on mental health wellness among South Asians. As of 2010, there are about 555,000 South Asian living in the Midwest, and 44,000 South Asians living in Minnesota (US Census, 2010). In the Midwest, Minnesota has ...
STEREOTYPES. In my opinion, among online teacherpreneurs, there are very frequent cases of plagiarism. 115 3.22 (0.89) 36 31.30 57 49.57 22 19.13 Teacherpreneurs should not use their work hours at school to develop their paid products. 116 2.80 (1.42) 39 33.62 21 18.10 56 48.28 Educators should always distribute their teaching materials for free to other teachers. 116 1.91 (0.97) 7 6.04 17 14.66 92 79.31 Entrepreneurial skills can help me improve my teaching performance. 116 3.57 (1.00) 55 47.42 46 39.66 15 12.93 Entrepreneurial values are incompatible with educational values. 114 1.63 (0.90) 5 4.39 18 15.79 91 79.82 Readiness My competencies are enough to establish an online sale of my original educational materials, online courses, consultations. 116 2.78 (1.06) 23 19.83 47 40.52 46 39.65 I have enough skills to engage in marketing promotion of my educational products. 115 2.39 (1.00) 13 11.31 35 30.43 67 58.26 The second subsidiary question was about Teacherslab users’ attitudes and perceptions about the advantages, disadvantages, opportunities, and challenges of online teacherpreneurship.
STEREOTYPES. Stereotypes are a mechanism to extend the UML as well as to adapt it to project or domain specific needs. Basically it is some kind of “meta classification” that potentially could be applied to any element of the UML. Stereotypes can be considered as standardized name-prefixes (enclosed in guillemots « » or < >) for those elements that imply some stereotype-specific properties of that element. For example in the context of an interlocking system, a class could be used to represent a physical point in the field (stereotype «pe» for “physical element”). An overview of the use of stereotypes in modelling interlocking system requirements are further described in the Appendix B of this document.
