A Study On The Characteristics Of High School Students' Gender Role

This study includes two parts. Part one applies feature listing, feature classification and Merge reduction rules on1000senior high school students’sex role concept. It also discusses the modern and traditional classification of sex role concept in order to know the structure characteristics and transition of senior high students’sex role concept. Part two chooses120students in one senior high school of Shandong province at random. After matching sex, they are distributed into the group of traditional culture priming, control group and the group of modern culture priming at random. By the method of Culture Priming, the subjects in part1answer on the questionaries of feature words of sex role concept in order to know the differences and characteristics of senior high school students’sex role concept on the influence of traditional and modern culture. Furthermore, we can know the trend of the change of senior high school students’sex role concept. Via statistics, the results are listed:Part1discusses the most real and nearest dimensions of senior High school students nowadays, and compares the classification of tradition with the classification of modern times quantitively. Results are:(1)Senior high school students’male-sex role concept is divided into six dimensions:Gentle and kind--termagancy and rude, generous and affectionate--selfish and picky, foresight and insight--shrewd and snobbish, initiative and active--passive and unsociable, strict and responsible--indulgent and fickle, tough and assiduous--negative and lazy. The former and latter Raters consistency coefficients are0.967and0.983, respectively; Senior High school students’ female-sex role concept is divided into six dimensions:Gentle and friendly--passive and weak, frank and straightforward--impatient and obtrusive, conservative and honest--open and sexy, tough and independent--doltish and blindly, lively and bright--selfish and stingy, candid and kind--vainglorious and flatulent. The former and latter Raters consistency coefficients are0.934and0.967, respectively. The structure of senior high school students’sex role concept consistently matches the results of past research, but the change on specific items is significant than ever.(2)Based on the classification of traditional concept and modern concept, the common core characteristic of male-sex role concept are responsible, courageous, mature, upright, strong, magnanimous, wise, up-and-coming and aspirational, respectively. Among them, the differences on responsible, courageous, mature, upright, wise are significant; the common core characteristic of female-sex role concept are tender, virtuous, kind, scrupulous, elegant, beautiful, generous and artless, respectively. Among them, the differences on tender, virtuous, kind, generous are significant. Part2first use culture priming of Chinese, discuss the influence of culture on senior high school students’sex role concept, the results show that:(1)Culture priming groups have significant differences on male-sex role concept. Traditional culture priming makes senior high school students recognize traditional sex role characteristics more than modern culture priming. Accordingly, comparing with traditional culture priming, modern culture priming makes senior high school students recognize traditional sex role characteristics. These situations accord with cultural frame switching theory, and prove the availability of Chinese culture priming.(2)On male-sex role concept specific items, group of traditional culture priming makes more recognition on filial, workhorse, tough, unyielding, aspirational, responsible, courageous and mature than group of modern culture priming; group of modern culture priming accepts arrogant, witty, cross-dresser, up-and-coming for male more than group of traditional culture priming. Control group makes more recognition on witty than group of traditional culture priming; control group accepts filial, workhorse, tough, aspirational, responsible, courageous more than group of modern culture priming; group of modern culture priming recognizes male more arrogant, cross-dresser, up-and-coming than control group.(3)On female-sex role concept specific items, group of traditional culture priming makes more recognition on conservative, laborious, understanding, considerate, restraining, quiet, delicate, filial, cultured, dignified, shy, elegant, tender, virtuous and self-esteem than group of modern culture priming; group of modern culture priming accepts peremptory, lively, confident, open for male more than group of traditional culture priming. Group of traditional culture priming makes more recognition on conservative, restraining, quiet, delicate, dignified, shy, tender, virtuous than control group; control group accepts more lively, confident, open than group of traditional culture priming; control group recognizes male more laborious, considerate, filial than group of modern culture priming.Conclusion:The overall dimensions of senior high school students’ sex role concept keep steady, but specific items become more plentiful and multivariant than ever before. Results show that change of senior high school students’ sex role concept is significant. Culture transition influences senior high school students’ sex role concept a lot.