Attitude

SOPHIA HIGH SCHOOL

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School Code: KA012

COMPLETION CERTIFICATE

This is to certify that Ms.

............................................................................................................... has satisfactorily
completed the project assigned to her in Psychology
on..................................................................................................................................................
....................................... prescribed by the Council of Indian School Examination - ISC, for the
course year 2021 -2022.

____________________________
_________________________________

Signature of the teacher Signature of the External Examiner

Date: ____________________________
Acknowledgements
I would like to express special thanks of gratitude to my Psychology teacher Miss
Smita, for her able guidance and support in completing my project. I would also
like to thank my teacher for giving me the liberty to decide on the sub-topic of my
project and allow me to express my thoughts and views through it.
I would also like to extend my gratitude to our principal Sr Alpana for providing
me with this opportunity and all the facilities that were required.
Index

S. no. Content Pg no.

1 Introduction
2 Introduction to sub topic: attitudinal differences across two
generations regarding attitude towards gender stereotypes.

3 Methodology
4 Sample questionnaire
5 Tally table
6 Analysis table
7 Calculations and bar graphs
8 Pie charts
9 Discussion
10 Conclusion
11 Interview schedule
12 Bibliography
13
Introduction to Attitude

In psychology, an attitude refers to a set of emotions, beliefs, and behaviors toward

a particular object, person, thing, or event. Attitudes are often the result of
experience or upbringing, and they can have a powerful influence over behavior.
While attitudes are enduring, they can also change.
Attitudes are evaluations people make about objects, ideas, events, or other people.
Attitudes can be positive or negative. Explicit Attitudes are conscious beliefs that
can guide decisions and behavior. Implicit Attitudes are unconscious beliefs that
can still influence decisions and behavior. Attitudes can include up to three
components: cognitive, emotional, and behavioral.
Dimensions of Attitudes

Researchers study three dimensions of attitude: strength, accessibility, and

ambivalence.
● Attitude Strength: Strong attitudes are those that are firmly held and that
highly influence behavior. Attitudes that are important to a person tend to be
strong. Attitudes that people have a vested interest in also tend to be strong.
Furthermore, people tend to have stronger attitudes about things, events,
ideas, or people they have considerable knowledge and information about.
● Attitude Accessibility: The accessibility of an attitude refers to the ease with
which it comes to mind. In general, highly accessible attitudes tend to be
stronger.
● Attitude Ambivalence: Ambivalence of an attitude refers to the ratio of
positive and negative evaluations that make up that attitude. The
ambivalence of an attitude increases as the positive and negative evaluations
get more and more equal.
What's your opinion on the death penalty? Which political party does a better job
of running the country? Should prayer be allowed in schools? Should violence on
television be regulated?

Chances are that you probably have fairly strong opinions on these and similar
questions. You've developed attitudes about such issues, and these attitudes
influence your beliefs as well as your behavior. Attitudes are an important topic of
study within the field of social psychology. But what exactly is an attitude? How
does it develop?

How Psychologists Define Attitudes

Psychologists define attitudes as a learned tendency to evaluate things in a certain

way. This can include evaluations of people, issues, objects, or events. Such
evaluations are often positive or negative, but they can also be uncertain at times.

For example, you might have mixed feelings about a particular person or issue.
Researchers also suggest that there are several different components that make up
attitudes.1The components of attitudes are sometimes referred to as CAB or the
ABC's of attitude.

● Cognitive component: your thoughts and beliefs about the subjects

● Affective Component: How the object, person, issue or event makes you feel
● Behavioural component: how attitude influences your behaviour

Attitudes can also be explicit and implicit. Explicit attitudes are those that we are
consciously aware of and that clearly influence our behaviours and beliefs. Implicit
attitudes are unconscious but still have an effect on our beliefs and behaviours.

Attitude Formation
There are a number of factors that can influence how and why attitudes form. Here
is a closer look at how attitudes form.

Experience: Attitudes form directly as a result of experience. They may emerge

due to direct personal experience, or they may result from observation.

Social Factors: Social roles and social norms can have a strong influence on
attitudes. Social roles relate to how people are expected to behave in a particular
role or context. Social norms involve society's rules for what behaviours are
considered appropriate.

Learning: Attitudes can be learned in a variety of ways. Consider how advertisers

use classical conditioning to influence your attitude toward a particular product. In
a television commercial, you see young, beautiful people having fun on a tropical
beach while enjoying a sports drink. This attractive and appealing imagery causes
you to develop a positive association with this particular beverage.

Conditioning: Operant conditioning can also be used to influence how attitudes

develop. Imagine a young man who has just started smoking. Whenever he lights
up a cigarette, people complain, chastise him, and ask him to leave their vicinity.
This negative feedback from those around him eventually causes him to develop an
unfavourable opinion of smoking and he decides to give up the habit.

Observation: Finally, people also learn attitudes by observing people around them.
When someone you admire greatly espouses a particular attitude, you are more
likely to develop the same beliefs. For example, children spend a great deal of time
observing the attitudes of their parents and usually begin to demonstrate similar
outlooks.

Attitudes and Behaviour

We tend to assume that people behave according to their attitudes. However, social
psychologists have found that attitudes and actual behaviour are not always
perfectly aligned.2

Example: Wyatt has an attitude that eating junk food is unhealthy. When he is at
home, he does not eat chips or candy. However, when he is at parties, he indulges
in these foods

People also are more likely to behave according to their attitudes under certain
conditions.

Factors influencing attitude strength

○ Are an expert on the subject

○ Expect a favourable outcome
○ Experience something personally
○ Stand to win or lose something due to the issue
○ Are repeatedly expressed attitudes

Social Norms And Social Roles

Social Norms are a society’s rules about appropriate behaviour. Norms exist for
practically every kind of situation. Some norms are explicit and are made into
laws, such as the norm While driving, you may not run over a pedestrian. Other
norms are implicit and are followed unconsciously, such as You may not wear a
bathrobe to class.
Social Roles are patterns of behaviour that are considered appropriate for a person
in a particular context. For example, gender roles tell people how a particular
society expects men and women to behave. A person who violates the
requirements of a role tends to feel uneasy or to be censured by others. Role
requirements can change over time in a society.

Changing to Match Behaviour

In some cases, people may actually alter their attitudes in order to better align them
with their behaviour. Cognitive dissonance is a phenomenon in which a person
experiences psychological distress due to conflicting thoughts or beliefs.3

In order to reduce this tension, people may change their attitudes to reflect their
other beliefs or actubehaviors.

Using Cognitive Dissonance

Imagine the following situation: You've always placed a high value on financial
security, but you start dating someone who is very financially unstable. In order to
reduce the tension caused by the conflicting beliefs and behaviour, you have two
options.

You can end the relationship and seek out a partner who is more financially secure,
or you can de-emphasize fiscal stability.

In order to minimise the dissonance between your conflicting attitude and

behaviour, you either have to change the attitude or your actions.

Why Attitudes Change

While attitudes can have a powerful effect on behaviour, they are not set in stone.
The same influences that lead to attitude formation can also create attitude change.4

Learning Theory

Classical conditioning, operant conditioning, and observational learning can be

used to bring about attitude change. Classical conditioning can be used to create
positive emotional reactions to an object, person, or event by associating positive
feelings with the target object.

Operant conditioning can be used to strengthen desirable attitudes and weaken

undesirable ones. People can also change their attitudes after observing the
behaviour of others.

Elaboration Likelihood Theory

This theory of persuasion suggests that people can alter their attitudes in two ways.
First, they can be motivated to listen and think about the message, thus leading to
an attitude shift.

Or, they might be influenced by the characteristics of the speaker, leading to a

temporary or surface shift in attitude. Messages that are thought-provoking and that
appeal to logic are more likely to lead to permanent changes in attitudes.

Dissonance Theory

As mentioned earlier, people can also change their attitudes when they have
conflicting beliefs about a tocpic. In order to reduce the tension created by these
incompatible beliefs, people often shift the attitudes.

Introduction to Subtopic: attitudinal differences across two

generations regarding attitude towards gender stereotypes.
What is a stereotype?
A generalised view or preconception about attributes or characteristics that are or
ought to be possessed by members of a particular social group or the roles that are
or should be performed by members of a particular social group.

Gender stereotypes are the beliefs that people have about the characteristics of
males and females. The content of stereotypes varies over cultures and over time.
These expectations are often related to the roles that the sexes fulfil in the culture.

Gender stereotyping is the practice of ascribing to an individual woman or man

specific attributes, characteristics, or roles by reason only of her or his
membership in the social group of women or men.
A gender stereotype is, at its core, a belief and that belief may cause its holder to
make assumptions about members of the subject group, women and/or men. In
contrast, gender stereotyping is the practice of applying that stereotypical belief to
a person.

Children learn some aspects of stereotypes at a very young age. By the age of 2 ½
–3-years, children show evidence of having some rudimentary knowledge of the
activities and objects associated with each sex. Children's gender stereotypes of
activities and occupations develop quickly during the preschool years, reaching a
very high level by kindergarten. During the elementary school years, gender
stereotypes broaden to include sports, school subjects, and personality traits. With
age, children become increasingly knowledgeable about gender stereotypes and yet
the rigidity of their stereotypes declines as they increasingly recognize the cultural
relativity of these norms.

Some evidence suggests that boys hold more rigid gender stereotypes than girls
and are held to more rigid ideals than girls. In adolescence, flexibility in
stereotypes fluctuates in response to two opposing forces—increasing cognitive
flexibility tends to increase adolescents' flexibility in applying stereotypes whereas
increasing pressure to conform to stereotypes in preparation for sexual roles and
adult status increases adherence to stereotypes.
Children use gender stereotypes to make inferences about others at a young age.
When making judgments of other people, children and adults will apply their
gender stereotypic expectations to them. Even more than adults, children will rely
on a person's sex to make judgments and they are less likely to consider other
relevant information about the person than adults are.

Gender Stereotypes as a human rights concern

The international human rights law framework is concerned with stereotypes and
stereotyping that affect recognised human rights and fundamental freedoms, rather
than all stereotypes and all forms of stereotyping. The Committee on the
Elimination of Discrimination against Women (CEDAW) has explained that States
Parties are required to modify or transform “harmful gender stereotypes” and
“eliminate wrongful gender stereotyping”.

A stereotype is harmful when it limits women’s or men’s capacity to develop their

personal abilities, pursue their professional careers and make choices about their
lives and life plans. Both hostile/negative or seemingly benign stereotypes can be
harmful. It is for example based on the stereotype that women are more nurturing
that child rearing responsibilities often fall exclusively on them.

Gender stereotyping is wrongful when it results in a violation or violations of

human rights and fundamental freedoms. An example of this is the failure to
criminalize marital rape based on the stereotype of women as the sexual property
of men. Another example is the failure of the justice system to hold perpetrator of
sexual violence accountable based on stereotypical views about women’s
appropriate sexual behaviour.

Difference in the degree of prejudice between young

adults/children and the older generation
It is not difficult to notice the wide disparity in the degree of prejudice between the
younger generation and the adults when it comes to gender discrimination.

With changing times, one must change certain attitudes about their world view.
Women have always been regarded as the homemakers, the mothers, the ones who
stay at home and serve the family members. But with a massive increase in the
percentage of girls going to school and receiving a good education, times are
changing. Women are now entrepreneurs, work in the corporate world, travel the
world, and view themselves as no less than men.

Why is it then, that there are still so many issues regarding women's safety,
regarding peoples opinion on young independent women. With rising awareness
about education, girls noe go to school but how many of them are able to use that
education to get a job, to earn a living, to be independent? The answer will shock
because a large majority of girls and women are still subjected to age old gender
norms.

The most common excuse given for believing in these old traditions and norms is
the safety of women. “Keep your women at home and they will be safe.”

But what about domestic violence, marital rape and cases of discrimination,
prejudice and violence that is widespead in the hoseholds of our country? Women
are told by their mothers and grandmothers to simply keep quiet and tolerate such
behaviour for the sake of the family's peace and husbands reputation. Girls are not
allowed to dress the way they want to, while girls that do manage to dress the way
they want to are immediately subjected to snide taunts and comments, not just by
men and boys on the street but also by women a lot older than her. So many times
when a girl is catcalled or taunted, the older generation think they deserve it. Why
do they deserve it? Because they decided to wear something that made them feel
nice and decided to exercise their fundamental right by walking down a street?

This mindset is not only disturbing but also hinders progress. People need to stop
blaming women. If a girl is catcalled on the street, it is the boy who is wrong and it
is the boy who should feel shameful about his actions. But in a world where every
aunty and uncle would say “aise kadpe pehen ke ghumegi to ladke kya karenge?”
(Translation: “if she roams around wearing such clothes what will boys do?”) how
are we supposed to make that boy feel shameful about his actions

This example may be a small one, but it happens to girls across all ages, every
single day. Small things like these give rise to bigger problems, problems like
when a girl is sexually assaulted people ask what she was wearing, why was she
there, had she been drinking but they never question why the sexual offender was
there, why did he harm an innocent, if he had been drinking or not.

These gender stereotypes and discrimination present a HUGE obstacle to the

progress of the human race for it is not just females that suffer, men and boys are
also subjected to toxic masculinity. Our grandparents and parents' generation
couldn't possibly imagine a man making his living out of doing make-up and
would use derogatory terms for such men. Men are constantly told to be strong to
protect women, to be the breadwinner of the house, they can't be expected to set
their own plates on the table or serve their own food; they must always wait for a
woman to do it for them.

This needs to change. People need to give women and men both the autonomy to
live their lives according to their own wishes. It is nobody's business what
somebody chooses to eat, drink, wear, where they work, what they choose to work,
how they live etc.

Methodology

Aim: To study the attitudinal differences across two generations

regarding attitude towards gender stereotypes.
Hypothesis: the younger generation has more liberal views in terms of
gender equality while the older generation is still somewhat
conservative.

Problem statement: to compare the differences in attitudes of subjects

belonging to different generations towards their views on gender
stereotypes.
Method: Questions formed based on an overview of the most
appropriate ones for the selected sample of people. Questionnaire will
be a mix of both positively and negatively worded statements.
Sample- The projects is conducted with two age groups
Group A- consists of teenagers of the age group 15-20 years
Group B- consists of adults in the age group 35-49 years
Considering 10 people from each age group, the total sample comes to
20 subjects.
Procedure- The questionnaire consisting of 20 questions was developed
by framing positive and negative questions on the attitude towards
gender stereotypes.
The questionnaire was given to 20 subjects who were requested to
answer it using the given 5-point Likert scale.
The items on the scale were- strongly agree, agree, neutral, disagree,
strongly disagree.
The participants were requested to answer the questions as quickly as
possible.
When the subjects had completed answering the questions, the sheets
were collected and the responses were used to test our hypothesis.

Materials used: Questionnaire having a mix of both positively and

negatively worded questions, stationary, calculator, subjects to conduct
research.

Precautions:
The questions must be carefully worded, being as neutral as possible.
The respondents should be treated as autonomous agents able to
exercise their autonomy to the fullest extent possible.
Sample for study should be of the same age as mentioned.
Compounding of variables should be avoided.
Controls: Both sample groups were given the same questionnaire and
the same amount of time to complete the it.
They were handles by the same administration in a confidential
environment and were given the same set of instructions. All subjects
were of the same nationality.
Limitations: the sample size taken for the study is very small and is not
a true representation of the general population.
Treatment of data: use of questionnaire, tally table, analysis table, mean
being calculated by the use of bar graph to interpret data.
Variables-
- Independent variable: upbringing of the individual
- Dependent variable: attitude (opinion) of the individual
- Relevant variable: current behaviour of the individual regarding
gender stereotypes

Sample questionnaire

Positive questions - Yellow

1. Women are independent
Strongly agree Agree Neutral Disagree Strongly disagree
2. Girls can do well academically
Strongly agree Agree Neutral Disagree Strongly disagree
3. Boys should learn to cook at an early stage
Strongly agree Agree Neutral Disagree Strongly disagree
4. Girls should go to school
Strongly agree Agree Neutral Disagree Strongly disagree
5. Women should be given high ranking positions in the corporate
world
Strongly agree Agree Neutral Disagree Strongly disagree
6. Boys/Men could be great classical dancers (eg. Ballet)
Strongly agree Agree Neutral Disagree Strongly disagree
7. Women can take on traditional male family roles
Strongly agree Agree Neutral Disagree Strongly disagree
8. Women are capable of entrepreneurship
Strongly agree Agree Neutral Disagree Strongly disagree
9. Men and women should have equal pay at workplace.
Strongly agree Agree Neutral Disagree Strongly disagree
10. Laws regarding women must be created and evaluated by women.
Strongly agree Agree Neutral Disagree Strongly disagree

Negative questions - Grey

1. Men should not wear makeup and other accessories traditionally
intended for women
Strongly agree Agree Neutral Disagree Strongly disagree
2. Women need not change their surname after marriage
Strongly agree Agree Neutral Disagree Strongly disagree
3. Women should not be asked to pay/Dutch for meals at restaurants
Strongly agree Agree Neutral Disagree Strongly disagree
4. Women should not be “family oriented” in order to be a professional
worker
Strongly agree Agree Neutral Disagree Strongly disagree
5. Men should not be expected to help in the household
Strongly agree Agree Neutral Disagree Strongly disagree
6. Boys should not have a curfew as strict as girls have
Strongly agree Agree Neutral Disagree Strongly disagree
7. Girls family should not be expected to give dowry during weddings
Strongly agree Agree Neutral Disagree Strongly disagree
8. Male dominated workplaces should not be expected to pay attention
to cases of sexual harassment
Strongly agree Agree Neutral Disagree Strongly disagree
9. Schools/Workplaces should not have strict dress codes for females
Strongly agree Agree Neutral Disagree Strongly disagree
10. A women with a family and children should not be given top
positions in a corporate company
Strongly agree Agree Neutral Disagree Strongly disagree

Consent form

Instructions
Read the questions carefully and answer them honestly.
Indicate your response by selecting that option.
There are no right or wrong answers.
Do not spend too much time on the questions, answer as quickly as
possible.
The results of the survey will be kept confidential.
I, undersigned have read the instructions given above and have
understood the procedure
I agree to participate in this study out of my own free will and to
respond to the questions to the best of my ability, fully aware that my
confidentiality shall be maintained and the responses provided by me
will not be disclosed.
Date:
Name:
Age:
Signature

Tally Table
GROUP A- AGE: 15-20

POSITIVE STATEMENTS
 Strongly Agree Neutral Disagree Strongly
agree disagree

Women are independent II IIII II I

Girls can do well academically IIII III I I

Boys should learn to cook at an IIII IIII I

early age

Girls should go to school IIII IIII

Women should be given high IIII I II I I

ranking position

Boys/Men could be great classical IIII III I I

dancers

Women can take on traditional IIII II II I

male family roles

Women are capable of IIII IIII I

entrepreneurship

Men and women should have equal IIII IIII I

pay at workplace

Laws regarding women should be IIII I II II

created and evaluated by women

NEGATIVE STATEMENTS
Men should not wear makeup and I III IIII I
accessories meant for women

Women need not change their IIII IIII I

surname after marriage

Women should not be asked to I I IIII IIII

pay/dutch for meals at restaurants

Women should not be family I IIII IIII

oriented to be a professional
worker
Men should not be expected to IIII IIII
help in household work

Boys should have a curfew as strict I I II III III

as girls

Girls family should not be expected IIII IIII

to give dowry during weddings

Male dominated workplaces IIII IIII

shouldn’t be expected to pay
attention to cases of sexual
harassment

Schools/Workplaces should not II IIII II

have strict dress codes for females

A woman with family and children I I IIII III

should not be given top positions in
a corporate world

GROUP B- AGE: 30-50+

POSITIVE STATEMENTS
 Strongly Agree Neutral Disagree Strongly
agree disagree

Women are independent III IIII II

Girls can do well academically IIII III II

Boys should learn to cook at an I IIII III I

early age

Girls should go to school IIII IIII I

Women should be given high IIII IIII I

ranking position

Boys/Men could be great classical IIII IIII I

dancers

Women can take on traditional III IIII I I

male family roles

Women are capable of IIII II III

entrepreneurship

Men and women should have equal IIII IIII I

pay at workplace

Laws regarding women should be I IIII I III I

created and evaluated by women

NEGATIVE STATEMENTS
Men should not wear makeup and III IIII II I
accessories meant for women

Women need not change their III IIII II I

surname after marriage

Women should not be asked to IIII III II

pay/dutch for meals at restaurants

Women should not be family IIII IIII

oriented to be a professional
worker

Men should not be expected to III IIII II

help in household work

Boys should have a curfew as strict IIII II III

as girls

Girls family should not be expected IIII I IIII

to give dowry during weddings

Male dominated workplaces I I IIII III

shouldn’t be expected to pay
attention to cases of sexual
harrasment

Schools/Workplaces should not III IIII II I

have strict dress codes for females

A woman with family and children I IIII IIII

should not be given top positions in
a corporate world

Analysis Table
Group A
Positively framed questions
 Strongly Agree Neutral Disagree Strongly Total Mean
agree (4) (3) (2) disagree (total/10)
(5) (1)

Women are independent 2x5 = 10 7x4 = 28 0x3 = 0 0x2=0 1x1 = 1 39 3.9

Girls can do well 8x5 = 40 1x4 = 4 0x3 = 0 0x2 = 0 1x1 = 1 45 4.5

academically

Boys should learn to cook 5x5 = 25 4x4 = 16 1x3 = 3 0x2= 0 0x1=0 44 4.4
at an early age

Girls should go to school 10x5= 50 0x4= 0 0x3=0 0x2=0 0x1= 0 50 5.0

Women should be given 6x5= 30 2x4= 8 1x3= 3 0x2= 0 1x1= 1 42 4.2

high ranking position

Boys/Men could be great 8x5= 40 1x4= 4 1x3=3 0x2=0 0x1= 0 47 4.7

classical dancers

Women can take on 7x5=35 2x4=6 1x3=3 0x2=0 0x1= 0 44 4.4

traditional male family roles

Women are capable of 9x5=45 0x4= 0 0x3=0 0x2=0 1x1= 1 46 4.6

entrepreneurship

Men and women should 9x5=45 0x4= 0 0x3=0 0x2=0 1x1= 1 46 4.6
have equal pay at
workplace

Laws regarding women 6x5=30 0x4=0 2x3=6 2x2=4 0x1=0 40 4.0

should be created and
evaluated by women

Negatively framed questions

Men should not wear 1x3=3 3x4=12 6x5=30 42 4.2

makeup and accessories
meant for women

Women need not change 5x1= 5 4x2=8 1x3=3 0x4=0 0x5=0 16 1.6
their surname after
marriage

Women should not be 1x1=1 1x2=2 4x3=12 0x4=0 4x5=20 33 3.3

asked to pay/dutch for
meals at restaurants

Women should not be 0x1=0 0x2=0 1x3=3 4x4=16 5x5=25 44 4.4

family oriented to be a
professional worker

Men should not be 0x1=0 0x2=0 0x3=0 0x2=0 10x5=50 50 5.0

expected to help in
household work

Boys should have a curfew 1x1=1 1x2=2 2x3=6 3x4=12 3x5=15 36 3.6
as strict as girls

Girls family should not be 10x1=10 0x2=0 0x3=0 0x4=0 0x5=0 10 1.0
expected to give dowry
during weddings

Male dominated 0x1=0 0x2=0 0x3=0 0x4=0 10x5=1 50 5.0

workplaces shouldn’t be
expected to pay attention
to cases of sexual
harassment

Schools/Workplaces 2x1=2 5x2=10 2x3=6 0x4=0 0x5=0 18 1.8

should not have strict dress
codes for females

A woman with family and 0x1=0 0x2=0 1x3=3 1x4=4 8x5=40 43 4.3
children should not be
given top positions in a
corporate world

Group B
Positively framed questions
 Strongly Agree Neutral Disagree Strongly Total Mean
agree (4) (3) (2) disagree (total/10)
(5) (1)

Women are independent 2x5 = 10 7x4 = 28 0x3 = 0 0x2=0 1x1 = 1 39 3.9

Girls can do well 8x5 = 40 1x4 = 4 0x3 = 0 0x2 = 0 1x1 = 1 45 4.5

academically

Boys should learn to cook 5x5 = 25 4x4 = 16 1x3 = 3 0x2= 0 0x1=0 44 4.4
at an early age

Girls should go to school 10x5= 50 0x4= 0 0x3=0 0x2=0 0x1= 0 50 5.0

Women should be given 6x5= 30 2x4= 8 1x3= 3 0x2= 0 1x1= 1 42 4.2

high ranking position

Boys/Men could be great 8x5= 40 1x4= 4 1x3=3 0x2=0 0x1= 0 47 4.7

classical dancers

Women can take on 7x5=35 2x4=6 1x3=3 0x2=0 0x1= 0 44 4.4

traditional male family roles

Women are capable of 9x5=45 0x4= 0 0x3=0 0x2=0 1x1= 1 46 4.6

entrepreneurship

Men and women should 9x5=45 0x4= 0 0x3=0 0x2=0 1x1= 1 46 4.6
have equal pay at
workplace

Laws regarding women 6x5=30 0x4=0 2x3=6 2x2=4 0x1=0 40 4.0

should be created and
evaluated by women

Negatively framed sentences

Men should not wear 1x3=3 3x2=6 6x1=6 15 1.5
makeup and accessories
meant for women

Women need not change 5x1= 5 4x2=8 1x3=3 0x4=0 0x5=0 16 1.6
their surname after
marriage

Women should not be 1x1=1 1x2=2 4x3=12 0x4=0 4x5=20 32 3.2

asked to pay/dutch for
meals at restaurants

Women should not be 0x1=0 0x2=0 1x3=3 4x4=16 5x5=25 44 4.4

family oriented to be a
professional worker

Men should not be 0x1=0 0x2=0 0x3=0 0x4=0 10x5=10 50 5.0

expected to help in
household work

Boys should have a curfew 1x1=1 1x2=2 2x3=6 3x4=12 3x5=15 36 3.6
as strict as girls

Girls family should not be 10x1=0 0x2=0 0x3=0 0x4=0 0x5=0 10 1.0
expected to give dowry
during weddings

Male dominated 0x1=0 0x2=0 0x3=0 0x4=0 10x5=1 50 5.0

workplaces shouldn’t be
expected to pay attention
to cases of sexual
harassment

Schools/Workplaces 2x1=2 5x2=10 2x3=6 0x4=0 0x4=0 18 1.8

should not have strict dress
codes for females

A woman with family and 0x1=0 0x2=0 1x3=3 1x4=4 8x5=40 47 4.7
children should not be
given top positions in a
corporate world

Calculations and Bar graphs

Positively framed statements- GROUP A

Negatively framed statements- GROUP A

Positively framed statements- GROUP B

Negatively framed statements- GROUP B

Comparative study
Aggregate mean of positively and negatively framed statements for group A
POSITIVE STATEMENTS
Statement no. Mean

1 3.9

2 4.5

3 4.4

4 5.0

5 4.2

6 4.7

7 4.4

8 4.6

9 4.6

10 4.0
Aggregate mean= sum of all means/10 = 44.3/10 = 4.43

NEGATIVE STATEMENTS
Statement no. Mean

1 4.2

2 1.6

3 3.3

4 4.4

5 5.0

6 3.6

7 1.0

8 5.0

9 1.8

10 4.3
Aggregate mean= sum of all means/10 = 34.2/10 = 3.42
Aggregate mean of positively and negatively framed statements for group B
POSITIVE STATEMENTS
Statement no. Mean

1 4.3

2 4.8

3 4.0

4 4.9

5 4.3

6 4.4

7 4.2

8 4.7

9 4.8

10 3.1
Aggregate mean= sum of all means/10 = 43.5/10 = 4.35

NEGATIVE STATEMENTS
Statement no. Mean

1 1.5

2 1.6

3 3.2

4 4.4

5 5.0

6 3.6

7 1.0

8 5.0

9 1.8

10 4.7
Aggregate mean= sum of all means/10 = 31.8/10 = 3.18

Comparative mean of Group A and Group B (positive statements)

Comparative mean of Group A and Group B (negative statements)

Pie charts
 1. Women are independent

Group A

Group B

2. Girls can do well academically

Group A

Group B
 1. Men should not wear makeup and accessories traditionally meant for
women
Group A

Group B
Women need not change their surname after marriage

Group A

Group B
Discussion

To analyse the degree of response of the participants to the questionnaire, marks

are assigned for each of the responses. For the positively framed questions, the
marks are:
Strongly agree- 5
Agree- 4
Neutral- 3
Disagree- 2
Strongly disagree- 1
Therefore higher the score, higher the degree of agreeing
For the negatively framed questions
Strongly agree- 1
Agree- 2
Neutral- 3
Disagree- 4
Strongly disagree- 5
Therefore higher the score, higher the degree of disagreeing

The responses given by the subjects are summarised in a tally table. An analysis
table is prepared by multiplying the total responses in each box of the tally table
with the marks assigned to that box. The final total is calculated for each question
and its mean is derived
The mean indicates the degree of response to each statement. A higher mean
indicates stronger agreement for positively framed questions and a higher mean
indicates stronger agreement for the negatively framed questions

If we look the comparative studies on pages 27 and 28 we can see that group A
shows a degree of 4.43 while group B shows a degree of 4.35 for the positively
framed questions
While group A shows a degree of 3.42 and group B shows a degree of 3.18 for the
negatively framed questions
This analysis reveals the disparity between the attitudes of the different generations
regarding gender equality.
Conclusion

Gender inequality is the social process by which men and women are not treated
equally. The treatment may arise from distinctions regarding biology, psychology,
or cultural norms prevalent in the society.
This presents a challenge to the development and progress of the entire human race
and if it continues there could arise various challenges and problems far beyond
our control. Which is why we must act now, when we can somewhat control the
situation

Looking at the study we can clearly see the disparity between the attitudinal
differences between adults and adolescents.
While most adults agree that girls should go to school, they are quite hesitant when
trying to determine if they can be independent, be entrepreneurs etc.
While most adolescents agree that men should not be subjected to toxic
masculinity when it comes to using makeup and wearing dresses, a lot of the adults
are quite hesitant to say the same

But, there are still a lot of adults that gave satisfactory responses in terms of gender
equality which gives us a ray of hope, it shows us that there is still scope for
change for the better.
Interview schedules

Participant: N.N. Group B

1. Women are independent

Strongly agree Agree Neutral Disagree Strongly disagree
I believe that girls and women should not be dependent on anyone and would hope
the same for my daughters.

2. Girls can do well academically

Strongly agree Agree Neutral Disagree Strongly disagree
Academic excellence differs from individual to individual, but girls in general have
a lot of potential

3. Boys should learn to cook at an early stage

Strongly agree Agree Neutral Disagree Strongly disagree
Cooking is a survival skill, not restricted to gender

4. Girls should go to school

Strongly agree Agree Neutral Disagree Strongly disagree
Education is a necessity, everyone should go to school.

5. Women should be given high ranking positions in the corporate

world
Strongly agree Agree Neutral Disagree Strongly disagree
Women could do as good as a job as men if not better.

6. Boys/Men could be great classical dancers (eg. Ballet)

Strongly agree Agree Neutral Disagree Strongly disagree
Anyone can be what they want to be, gender shouldn’t matter.

7. Women can take on traditional male family roles

Strongly agree Agree Neutral Disagree Strongly disagree
Women are very much capable working as well as taking care of the children
8. Women are capable of entrepreneurship
Strongly agree Agree Neutral Disagree Strongly disagree
I have read about and seen many women including some friends successfully run
their own business despite the lack of representation of women.

9. Men and women should have equal pay at the workplace.

Strongly agree Agree Neutral Disagree Strongly disagree
If they do the same type of work gender shouldn't even matter when it comes to
salary.

10. Laws regarding women must be created and evaluated by women.

Strongly agree Agree Neutral Disagree Strongly disagree
Laws should be made by qualified people of sound mind male or female

Negative questions - Grey

1. Men should not wear makeup and other accessories traditionally
intended for women
Strongly agree Agree Neutral Disagree Strongly disagree
Anyone is free to dress, wear whatever they want.

2. Women need not change their surname after marriage

Strongly agree Agree Neutral Disagree Strongly disagree
I identify with both my maiden name as well as my husband's family name so it is
obvious I agree with this statement. No one should be forced to change their name
if they dont want to

3. Women should not be asked to pay/Dutch for meals at restaurants

Strongly agree Agree Neutral Disagree Strongly disagree
We can pay.
4. Women should not be “family oriented” in order to be a professional
worker
Strongly agree Agree Neutral Disagree Strongly disagree
As a family oriented and professional worker i disagree with that statement

5. Men should not be expected to help in the household

Strongly agree Agree Neutral Disagree Strongly disagree
Your wife is not your servant.

6. Boys should not have a curfew as strict as girls have

Strongly agree Agree Neutral Disagree Strongly disagree
Curfew rules for children should be the same for both boys and girls

7. Girls family should not be expected to give dowry during weddings

Strongly agree Agree Neutral Disagree Strongly disagree
Dowry is an old practice, it leads to many forms of domestic violence and should
not be practised.

8. Male dominated workplaces should not be expected to pay attention

to cases of sexual harassment
Strongly agree Agree Neutral Disagree Strongly disagree
Sexual harassment is a serious issue, doesn’t matter where it happens

9. Schools/Workplaces should not have strict dress codes for females

Strongly agree Agree Neutral Disagree Strongly disagree
There should be uniformity in clothes of school going children.

10. A women with a family and children should not be given top
positions in a corporate company
Strongly agree Agree Neutral Disagree Strongly disagree
Even a man has children, if he can get top positions then why can’t women
Participant: K.M. Group A

1. Women are independent

Strongly agree Agree Neutral Disagree Strongly disagree
I think i’m very independent as a woman, even other females figures in my life are
independent.

2. Girls can do well academically

Strongly agree Agree Neutral Disagree Strongly disagree
I am a girl and I’ve done academically well as well as other girls in my class.

3. Boys should learn to cook at an early stage

Strongly agree Agree Neutral Disagree Strongly disagree
If i learn how to cook its for myself, not to get married and cook for a man. It’s a
really important skill regardless of gender.

4. Girls should go to school

Strongly agree Agree Neutral Disagree Strongly disagree
It is a basic human to receive an education, it would be wrong to deprive females
of this right

5. Women should be given high ranking positions in the corporate

world
Strongly agree Agree Neutral Disagree Strongly disagree
If they deserve it then they should. Gender should not stop this.

6. Boys/Men could be great classical dancers (eg. Ballet)

Strongly agree Agree Neutral Disagree Strongly disagree
Gender should not stop you from pursuing your passion and honing your talents

7. Women can take on traditional male family roles

Strongly agree Agree Neutral Disagree Strongly disagree
I don't think family roles are determined by male or female, if you are part of the
family it is your responsibility to care for each other
8. Women are capable of entrepreneurship
Strongly agree Agree Neutral Disagree Strongly disagree
My mother has a successful food-catering business, I know for a fact that women
are more than capable of entrepreneurship.

9. Men and women should have equal pay at the workplace.

Strongly agree Agree Neutral Disagree Strongly disagree
If a man and a woman put in equal efforts for the same post, gender should not
decide the pay

10. Laws regarding women must be created and evaluated by women.

Strongly agree Agree Neutral Disagree Strongly disagree
I think laws should be created by people that have done valid research and are
experts in that field, but I also think that if a law is related to women they should
have a say in it.
Negative questions - Grey

1. Men should not wear makeup and other accessories traditionally

intended for women
Strongly agree Agree Neutral Disagree Strongly disagree
Because its their choice, no one should decide what others should conform to

2. Women need not change their surname after marriage

Strongly agree Agree Neutral Disagree Strongly disagree
It is an individual's personal choice that shouldn't be influenced by society

3. Women should not be asked to pay/Dutch for meals at restaurants

Strongly agree Agree Neutral Disagree Strongly disagree
Why should a woman not pay? If you're eating you should probably pay.

4. Women should not be “family oriented” in order to be a professional

worker
Strongly agree Agree Neutral Disagree Strongly disagree
The fact that a woman is working doesn't mean they care for their family any less.
This is not a question that men have to answer
5. Men should not be expected to help in the household
Strongly agree Agree Neutral Disagree Strongly disagree
Obviously. If you’re staying in that house you need to help out, being a male does
not exempt you from the regular chores of the house

6. Boys should not have a curfew as strict as girls have

Strongly agree Agree Neutral Disagree Strongly disagree
The rules should be the same for all the children.

7. Girls family should not be expected to give dowry during weddings

Strongly agree Agree Neutral Disagree Strongly disagree
Dowry is punishable by law and a degrading practice

8. Male dominated workplaces should not be expected to pay attention

to cases of sexual harassment
Strongly agree Agree Neutral Disagree Strongly disagree
Just because it is male dominated doesn't make the crime any less

9. Schools/Workplaces should not have strict dress codes for females

Strongly agree Agree Neutral Disagree Strongly disagree
If guys don't have a strict dress code then why should girls have one

10. A woman with a family and children should not be given top
positions in a corporate company
Strongly agree Agree Neutral Disagree Strongly disagree
This question wouldn’t be applicable to a man so why should it be applicable to a
woman.
Bibliography

● https://explorable.com

● https://www.verywellmind.com

● https://www.indiatoday.in

● https://feeljoy.in

● https://simplypsychology.org

● Morgan and king textbook

● Feldman textbook

● Baron textbook