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Dissertation

Learning styles and gendered traits

24 November 2013

Abstract

The present study examines male and female learning style preferences, as identified by the Learning Style Inventory Version 2 (LSI-2), as well as gender role expression, as identified by the Bem Sex Role Inventory Short Form (BSRI-SF). Psychologists and sociologists alike study what are believed to be sex-based differences in human behaviors and traits. However, a major confounding factor in research may be gender role expression. If gender role expression were a confounding factor, then male versus female research findings would not apply to people unless they are congruent with sex-based stereotypes.

One of the objectives of the present study (female N = 44, male N = 42) was to observe whether gender expression related to learning style preferences. The second objective was to examine whether sex related to learning style preferences. The final goal was to examine whether gender expression accounted for more of variance observed in learning style preferences than did sex. We observed that female participants were significantly more likely to be categorized as assimilative, that participants who were gender undifferentiated were disproportionately less likely to endorse assimilative learning style preferences, and finally, that gendered traits did account for more of the observed variance in learning style than did biological sex.


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