GENDER ROLES AND GENDER STEREOTYPES IN CROSS-CULTURAL EDUCATION
Historically students from Latin American countries participating in the secondary-level, cross-cultural homestay exchange program of Youth for Understanding (YFU) have failed to complete the exchange at a rate significantly greater than that of other students. Differences in gender stereotypes and gender role expectations between Latin America and the USA were hypothesized to be a factor in this. Fifty-three adolescent Latin American and West German students in the YFU program participated in this longitudinal study to (1) determine the influence of similarity of gender stereotypes between USA host parents and exchange student on student functioning, (2) test the effect of an orientation program focusing on gender role expectations in the USA and using a modified cultural assimilator format on student functioning, and (3) determine what issues in the area of gender stereotypes and gender roles were problematic for the students. Criterion variables for Questions 1 and 2 were (1) ratings of student functioning in the exchange by YFU Area Representatives and (2) rate of referral to the counseling service. Question 3 was investigated using a semi-structured interview format. Results showed that (1) student/host parent gender stereotype compatability was not a factor in student functioning; (2) the orientation program was effective in improving the functioning of Latin American students on Criterion 1 at <.75 and Criterion 2 at <.02; and (3) concerns noted as problematic were specific to the culture of the student and were focused on behavioral aspects of gender role issues. Implications for cross-cultural education are discussed.
Bilingual education|Multicultural education
POLLARD, WILLIAM RAYMOND, "GENDER ROLES AND GENDER STEREOTYPES IN CROSS-CULTURAL EDUCATION" (1985). Dissertations available from ProQuest. AAI8515438.