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HRPYC81 Project 3 Assignment 4 (FINAL RESEARCH REPORT ANSWERS) 2025 (649507)

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HRPYC81 Project 3 Assignment 4 (FINAL RESEARCH REPORT ANSWERS) 2025 (649507); 100% TRUSTED Complete, trusted solutions and explanations. For assistance, Whats-App 0.6.7-1.7.1-1.7.3.9... Gender relations are distinct from other intergroup relations because females and males depend on each other for reproduction and building families (Levy & Friedman, 2019). Families do not only play a crucial role in shaping individuals but also society as a whole. They provide emotional, social, and economic support, fostering personal development and contributing to community stability. Families help individuals navigate life’s challenges, celebrate achievements, and contribute to the broader social fabric, making them indispensable to personal and societal development. Although, the social roles of men and women changed over the last 50 years, these changes are not necessarily reflected in gender stereotype content. For instance, Haines and colleagues (2016) analysed gender stereotype content from 1983 to 2014 and found, for the US context, no significant changes in most gender stereotype content as women were still rated as more communal than men, and men were rated more agentic than women. Likewise, other meta-analytical research for the Spanish context showed a similar trend that women continued to be rated as more communal than men, whereas no differences in the agentic perceptions of men and women were found in 1985 as well as in 2018 (Moya & Moya-Garófano, 2021). This research project will study gender stereotypes from the intergroup perspective (Turner et al., 1987; Reimer et al., 2020). The intergroup perspective assumes that people categorise themselves and others into social groups, whereby members of the ingroup are perceived as having minimal differences (i.e., group homogeneity; see Gaertner et al., 2016; Tajfel, 2001), while having maximal differences from members of the outgroup (Abrams & Hogg, 2013; Tajfel, 2001). This leads to forming social identities, which increases the emotional significance of group membership and consequently impacts how stereotypes are formed (Dovidio & Jones, 2019; Gaertner et al., 2016; Reimer et al., 2020). Gender from a social category and, thus, intergroup perspective implies that females and males can vary in their self-categorisation and identification with their gender groups. Some people might not fully embrace the female-male gender distinctions (e.g., genderqueer; see Sczesny et al., 2019), whereas others may not internalise the stereotypes associated with their gender groups. For example, men can embrace high levels of communality, challenging the traditional low-communality stereotype (Sczesny et al., 2019). Furthermore, even those who acknowledge the existence of gender categories might still differ in their identification with these social groups. Those who strongly identify with their gender groups tend to ascribe not only gender stereotypical traits to themselves and 52 other ingroup members but also gender group values and norms, which in turn influence their emotions and behaviour (Sczesny et al., 2019). We will apply the stereotype content model, which posits that warmth and competence are the two essential dimensions that underline social perceptions, including stereotyping (Cuddy et al., 2008; Fiske et al., 2002; Fiske & Tablante, 2014). According to Fiske (2018) and Abele et al. (2021), there are parallels between the gender stereotype themes captured by the communality-agency dimensions and the stereotype content model’s warmth-competency dimensions. More specifically, we will explore the hetero-, auto-, and meta-stereotypes males and females share, and thus, explore whether males and females share univalent and ambivalent stereotypes about each other. Furthermore, we will explore the possible relationships between univalent and ambivalent gender stereotypes and a range of outcome variables like collective narcissism, zero-sum beliefs, support for gender equality, psychological entitlement, pro-social behaviour, and cooperative versus competitive intentions. Students can select at least two of these outcome variables to define their individual research projects within this research project. The study will utilize a cross-sectional online survey hosted on the Qualtrics platform to explore the relationships between gender stereotypes and the outcome variables.

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HRPYC81
Project 3 Assignment 4 2025
FINAL RESEARCH REPORT

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Due Date: 2025
FINAL RESEARCH REPORT

EXPLORING THE INFLUENCE OF GENDER STEREOTYPES ON SUPPORT FOR
GENDER EQUALITY AND PSYCHOLOGICAL ENTITLEMENT IN SOUTH AFRICA

TABLE OF CONTENTS
ABSTRACT................................................................................................................. 4
1. INTRODUCTION .................................................................................................... 5
2. LITERATURE REVIEW .......................................................................................... 5
2.1 Introduction ........................................................................................................ 5
2.2 Conceptualising Gender Stereotypes ................................................................ 6
2.2.1 Defining Gender Stereotypes ...................................................................... 6
2.2.2 Auto-, Hetero-, and Meta-Stereotypes......................................................... 6
2.3 The Stereotype Content Model and Gender ...................................................... 7
2.3.1 Warmth and Competence as Stereotypical Dimensions ............................. 7
2.3.2 Univalent vs Ambivalent Stereotypes .......................................................... 7
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2.3.3 The Compensation Effect and Social Perception
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implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.

, +27 67 171 1739



FINAL RESEARCH REPORT

EXPLORING THE INFLUENCE OF GENDER STEREOTYPES ON SUPPORT FOR
GENDER EQUALITY AND PSYCHOLOGICAL ENTITLEMENT IN SOUTH AFRICA

TABLE OF CONTENTS
ABSTRACT ................................................................................................................ 4
1. INTRODUCTION .................................................................................................... 5
2. LITERATURE REVIEW .......................................................................................... 5
2.1 Introduction ....................................................................................................... 5
2.2 Conceptualising Gender Stereotypes ............................................................... 6
2.2.1 Defining Gender Stereotypes...................................................................... 6
2.2.2 Auto-, Hetero-, and Meta-Stereotypes ........................................................ 6
2.3 The Stereotype Content Model and Gender ..................................................... 7
2.3.1 Warmth and Competence as Stereotypical Dimensions ............................. 7
2.3.2 Univalent vs Ambivalent Stereotypes ......................................................... 7
2.3.3 The Compensation Effect and Social Perception ........................................ 7
2.4 Gender Stereotypes and Behavioural Outcomes .............................................. 8
2.4.1 Support for Gender Equality ....................................................................... 8
2.4.2 Psychological Entitlement ........................................................................... 8
2.5 Empirical Trends and Theoretical Integration .................................................... 9
2.5.1 Consistencies and Contradictions in Research........................................... 9
2.5.2 Gaps in South African Research................................................................. 9
2.6 Implications for Research................................................................................ 10
2.7 Hypotheses ..................................................................................................... 10
3. RESEARCH METHOD ......................................................................................... 11
4. ETHICAL CONSIDERATIONS ............................................................................. 11
5. PARTICIPANTS ................................................................................................... 12
6. PROCEDURE ...................................................................................................... 13
7. MEASUREMENTS ............................................................................................... 14
1. Gender Stereotype Endorsement Scale (GSES) .............................................. 14
2. Support for Gender Equality Scale (SGES) ...................................................... 15
3. Psychological Entitlement Scale (PES) ............................................................. 15
8. DATA ANALYSIS ................................................................................................. 16
9. RESULTS ............................................................................................................. 16
9.1 Preliminary Analysis ........................................................................................ 17
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.

, +27 67 171 1739



9.2 Main Analysis .................................................................................................. 17
9.2.1 Hypothesis 1 ............................................................................................. 17
9.2.2 Hypothesis 2 ............................................................................................. 18
9.3 Summary of Findings ...................................................................................... 19
10. DISCUSSION ..................................................................................................... 20
10.1 Support of Original Hypotheses .................................................................... 20
10.2 Similarity of Results with Previous Research ................................................ 20
10.3 Limitations ..................................................................................................... 21
10.4 Contributions ................................................................................................. 22
10.5 Implications ................................................................................................... 23
11. CONCLUSION ................................................................................................... 24
REFERENCES ......................................................................................................... 25




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liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
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