女大学生性别角色特质与家庭影响研究

目的探讨家庭结构和家庭教养对女大学生性别角色特质的影响。方法采用"家庭教养方式量表(EM BU)"和"中国大学生性别角色50调查量表(CSR I-50)",对257名女大学生进行了测评和统计分析。结果①4种性别角色类型的女大学生比例存在显著性差异(χ2=29.24,P<0.005);②双亲家庭的女大学生在双性化和女性化的性别角色类型比例上显著高于单亲家庭(χ2=31.05,P<0.001;χ2=7.67,P<0.01);而单亲家庭的未分化类型的比例显著高于双亲家庭(χ2=6.85,P<0.01);③父亲的家庭教养方式在女大学生的男性化和双性化的性别角色特质类型差异显著(F=2.48,2.49;P<0.05);母亲的家庭教养方式在未分化,双性化的性别角色特质类型差异显著(F=5.07,9.49;P<0.001);④父、母亲的教养方式在性别角色特质类型上回归结果显著(P<0.05)。结论女大学生的性别角色特质具有4种类型,传统的性别角色特质仍然存在,但这种性别角色特质已经不占主导地位;家庭教养方式中的母亲的温暖理解、拒绝否认、偏爱被试,父亲的过度保护、严厉惩罚等是女大学生性别角色特质形成和发展中的家庭影响因素。

Research on Family Influence to Gender Role Idiosyncrasy of Female College Students

Objective To explore the effect of family structure and manner of family cultivate on gender role idiosyncrasy of female college students.Methods Do survey and statistical analysis on 257 female college students using EMBU and China’s college students’ gender role 50 survey scale(CSRI-50).Results ①There was significant difference in four types of gender role idiosyncrasy ratio of female students(χ2=29.24,P<0.005).②Female college students with both parents were significantly higher than those with single-parent in the proportion of gender role type of androgyny(χ2=31.05,P<0.001)and feminization(χ2=7.67,P<0.01);and lower in the proportion of undifferentiated type(χ2=6.85,P<0.01).③Father’s manner of cultivate were significantly different in masculine(F=2.48,P<0.05)and androgyny(F=2.49,P<0.05)of female college students;Mother’s manner of cultivate were significantly different in undifferentiated(F=5.07,P<0.001) and androgyny(F=9.49,P<0.001).④Father and mother’s manner of cultivate was significant in regression results of gender role characteristics(P<0.05).Conclusion There are four types of gender role in female college students,the traditional gender role idiosyncrasy also exists,but it is no longer the dominant;Among the family manner of cultivate,mother’s warm understand,refusing to deny,preference,and father’s excessive protection,severe punishment and so on,are the important family influencing factors to form and develop the gender role idiosyncrasy of female college students.