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Sexism and Aggression in Adolescence—How Do They Relate to Perceived Academic Achievement?

Author

Listed:
  • Elisabeth Malonda

    (Department of Basic Psychology, Faculty of Psychology, University of Valencia, 46010 Valencia, Spain)

  • Anna Llorca

    (Department of Basic Psychology, Faculty of Psychology, University of Valencia, 46010 Valencia, Spain)

  • Ana Tur-Porcar

    (Department of Basic Psychology, Faculty of Psychology, University of Valencia, 46010 Valencia, Spain)

  • Paula Samper

    (Department of Basic Psychology, Faculty of Psychology, University of Valencia, 46010 Valencia, Spain)

  • Mª Vicenta Mestre

    (Department of Basic Psychology, Faculty of Psychology, University of Valencia, 46010 Valencia, Spain)

Abstract

Sexist attitudes are rooted in patriarchal structures, which uphold traditional gender stereotypes, and which are still found in society today. Scholars have found gender differences in perceived academic achievement, with girls performing better than boys, and negative relationships between sexism and perceived academic achievement. Moreover, perceived academic achievement and sexist attitudes have been associated with aggression and different kinds of violence. This study examined the associations between sexist attitudes and perceived academic achievement (using self-report data). The study also assessed the mediating role of physical and verbal aggression in the relationship between sexist attitudes and perceived academic achievement. Seven hundred eight Spanish adolescents participated in the study. The mean age was 13.00 ( SD = 0.95; range = 12–14 years). Structural equation modelling (SEM) was used to analyse the effects among variables for boys and girls. Results showed the role of benevolent sexism and hostile sexism in perceived academic achievement, as well as the mediating role of aggression in the relationship between sexism and perceived academic achievement. Findings and implications are discussed to assess measures for establishing intervention programs and educating adolescents in a non-sexist manner.

Suggested Citation

  • Elisabeth Malonda & Anna Llorca & Ana Tur-Porcar & Paula Samper & Mª Vicenta Mestre, 2018. "Sexism and Aggression in Adolescence—How Do They Relate to Perceived Academic Achievement?," Sustainability, MDPI, vol. 10(9), pages 1-15, August.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:9:p:3017-:d:165645
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    References listed on IDEAS

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    1. Angela Franz-Balsen, 2014. "Gender and (Un)Sustainability—Can Communication Solve a Conflict of Norms?," Sustainability, MDPI, vol. 6(4), pages 1-19, April.
    2. Kenneth A. Bollen, 1989. "A New Incremental Fit Index for General Structural Equation Models," Sociological Methods & Research, , vol. 17(3), pages 303-316, February.
    3. Robin Von Haartman & Kaisu Sammalisto & Rodrigo Lozano & Per Blomqvist, 2017. "A Longitudinal Comparison of Sustainability Learning between Men and Women in Engineering and Nursing Programmes," Sustainability, MDPI, vol. 9(8), pages 1-10, August.
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