Rooting for Their Own Gender: Preschoolers' Selective Preference for Winners.

Children's social preferences are influenced by the relative status of other individuals, but also by their social identity and the degree to which those individuals are like them. Previous studies have investigated these aspects separately and showed that in some circumstances children prefer high-status individuals and own-gender individuals. Gender is a particularly interesting case to study because it is a strong dimension of social identity, but also one of the most prevalent forms of social hierarchy, with males conceptualised as superior to females, by adults and children alike. Here we directly asked how children's social preferences are influenced by status (winner or loser of a zero-sum conflict) and winner gender (female or male) in different scenarios (same or mixed-gender). In Experiment 1, children saw same-gender conflicts between two females or two males and they displayed an overall preference for winners. In Experiment 2, participants watched two mixed-gender conflicts, one where the female prevailed and one where the male prevailed. In this case, children chose the winner, but only when they had the same gender as themselves. Experiment 3 confirmed that children preferred own-gender individuals in the absence of conflict or status. Overall, children are sensitive to the relative status of other individuals and use this information to make social decisions. However, preschoolers do not prefer just any individual who wins access to a resource. They preferred dominant individuals, but only when they were of their own gender. This suggests that children's dominance evaluations are modulated by children's social identity.

Linda's Cars versus Dominik's Dolls: How Do Pedagogical Educators in Training React to Children's Violations of Gender Stereotypes?

The gender stereotypes adults hold can influence whether they approve or disapprove of behavior shown by children, depending on whether this behavior is in line with stereotypes. Adults report negative evaluations toward children whose behavior does not adhere to gender stereotypes, particularly toward feminine boys. Whether pedagogical educators in training show negative reactions toward children who violate gender stereotypes has not been examined. We investigate this question by firstly assessing what gender stereotypes adults hold about children in Germany. In Study 1, we assessed descriptive, prescriptive, and proscriptive gender stereotypes identified by adults for children in German society. Stereotypes gathered from this first study were used to construct four vignettes of stereotypical and nonstereotypical boys and girls in order to examine how pedagogical educators in training (N = 414) evaluated these children in Study 2. We investigated ratings of one of these vignettes (2 × 2 between-participants design) regarding liking, perceived competence, creativity, self-esteem, prosocial behavior, as well as internalizing and externalizing problems. A series of ANOVAs revealed that girls displaying masculine behavior received advantageous ratings on competence, creativity, and self-esteem, while boys showing femininity were perceived as the most prosocial. More than gender nonconformity, masculinity and femininity strongly related to externalizing and internalizing problems, respectively. We review how our results in Germany differ from the literature originating in the USA, as we did not find backlash for feminine boys. Possible bias against femininity and toward masculinity within society and cultural and sampling factors is discussed.

Exploring women's strong preference for women surgeons in breast healthcare.

BACKGROUND: This study challenges the prevalent belief that surgical roles demand masculine traits, potentially limiting women's suitability for such positions. Contrary to this stereotype, we explored the hypothesis that in sensitive surgical procedures, where communal traits are valued, women patients might favor women surgeons. Two experimental studies investigated women's preferences for a man versus a woman surgeon in a breast exam and breast surgery. METHODS: In two studies we experimentally tested women's preferences for a man versus a woman surgeon for a breast exam (a noninvasive and non-complicated procedure), and breast surgery (an invasive and more complicated procedure). Study 2 delved into factors influencing these preferences, including patients' age, stereotypical perceptions of women surgeons as communal/warm, past negative experiences with men and women doctors, and previous body-related trauma. RESULTS: Women consistently preferred a woman surgeon for both procedures and expressed increased willingness to wait for an appointment with a woman surgeon. However, this preference was less pronounced for surgery than for an exam. Study 2 identified the stereotypical perception of women surgeons as communal/warm as the strongest predictor for this preference, along with previous negative experiences with men doctors and age. CONCLUSIONS: While some gender bias persists, this study underscores a notable preference for women surgeons in intimate medical services like breast exams or surgery. This preference holds practical implications for healthcare providers encouraging women's preventive checkups and offers insights for women medical students making residency choices.

Everything changes but nothing changes: gender stereotypes in the Italian population.

PURPOSE: Gender stereotypes refer to consensual or cultural shared beliefs about the attributes of men and women, influencing society behaviors, interpersonal relationships, education, and workplace. The literature has shown the existence of gender stereotypes on career choices, internalization of roles, and school and social experiences and demonstrates the impact of demographic factors on stereotypes. However, all the studies conducted in Italy available in scientific literature analyzed small sample sizes within specific schools of university settings, with a limited age range. METHODS: To assess the current state of gender stereotypes in Italy, we conducted an online survey from October 2022 to January 2023 on the general population residing in Italy. The questionnaire comprised sociodemographic factors and questions about gender stereotypes, investigating six fields: games, jobs, personality traits, home and family activities, sports, and moral judgments. RESULTS: The study involved 1854 participants, mostly women (70.1%) with an undergraduate or postgraduate degree (57.5%). The statistical and descriptive analyses revealed that gender stereotypes influenced respondents' beliefs, with statistically significant effects observed in most questions when stratifying by age, gender, and degree. Principal component analysis was performed to assess latent variables in different fields, revealing significant main stereotypes in each category. No statistically significant differences between men and women were found for the fields home and family activities, games, and moral judgments, confirming that stereotypes affect both men and women in the same way. CONCLUSIONS: Our results show the persistence of gender stereotypes in any fields investigated, although our cohort is predominantly composed of high educational level women living in the North of Italy. This demonstrates that the long-standing gender stereotypes are prevalent, pernicious, and, unfortunately, internalized at times even by successful women pushbacking and sabotaging them unconsciously.

Women are expected to smile: Preliminary evidence for the role of gender in the neurophysiological processing of adult emotional faces in 3-year-old children.

Children form stereotyped expectations about the appropriateness of certain emotions for men versus women during the preschool years, based on cues from their social environments. Although ample research has examined the development of gender stereotypes in children, little is known about the neural responses that underlie the processing of gender-stereotyped emotions in children. Therefore, the current study examined whether 3-year-olds differ in the neural processing of emotional stimuli that violate gender stereotypes (i.e., male faces with fearful or happy expressions) or confirm gender stereotypes (i.e., female faces with fearful or happy expressions), and whether boys and girls differ in their neural processing of the violation and confirmation of gender stereotypes. Data from 72 3-year-olds (±6 months, 43% boy) were obtained from the YOUth Cohort Study. Electroencephalography data were obtained when children passively viewed male and female faces displaying neutral, happy, or fearful facial expressions. This study provided first indications that happy male faces elicited larger P1 amplitudes than happy female faces in preschool children, which might reflect increased attentional processing of stimuli that violate gender stereotypes. Moreover, there was preliminary evidence that girls had larger negative central (Nc) responses, associated with salience processing, toward female happy faces than male happy faces, whereas boys had larger Nc responses toward male happy faces than female happy faces. No gender differences were found in the processing of neutral and fearful facial expressions. Our results indicate that electroencephalography measurements can provide insights into preschoolers' gender-stereotype knowledge about emotions, potentially by looking at the early occipital and late fronto-central responses.

Influence of Physical Attractiveness and Gender on Patient Preferences in Digital Doctor Consultations: Experimental Study.

BACKGROUND: The rise of digital health services, particularly digital doctor consultations, has created a new paradigm in health care choice. While patients traditionally rely on digital reviews or referrals to select health care providers, the digital context often lacks such information, leading to reliance on visual cues such as profile pictures. Previous research has explored the impact of physical attractiveness in general service settings but is scant in the context of digital health care. OBJECTIVE: This study aims to fill the research gap by investigating how a health care provider's physical attractiveness influences patient preferences in a digital consultation setting. We also examine the moderating effects of disease severity and the availability of information on health care providers' qualifications. The study uses signal theory and the sexual attribution bias framework to understand these dynamics. METHODS: Three experimental studies were conducted to examine the influence of health care providers' physical attractiveness and gender on patient preferences in digital consultations. Study 1 (n=282) used a 2×2 between-subjects factorial design, manipulating doctor attractiveness and gender. Study 2 (n=158) focused on women doctors and manipulated disease severity and participant gender. Study 3 (n=150) replicated study 2 but added information about the providers' abilities. RESULTS: This research found that patients tend to choose attractive doctors of the opposite gender but are less likely to choose attractive doctors of the same gender. In addition, our studies revealed that such an effect is more prominent when the disease severity is high. Furthermore, the influence of gender stereotypes is mitigated in both the high and low disease severity conditions when service providers' qualification information is present. CONCLUSIONS: This research contributes to the literature on medical information systems research and sheds light on what information should be displayed on digital doctor consultation platforms. To counteract stereotype-based attractiveness biases, health care platforms should consider providing comprehensive qualification information alongside profile pictures.

The role of victimisation and sleep quality in self-harm and depression among sexual minority adolescents. A prospective cohort study.

Sexual minority adolescents (SMA) have a disproportionately high prevalence of victimisation, self-harm, and depressed mood, relative to the general population. Yet, the contributing and mechanistic factors are unclear. We aim to explore the directional relationship between victimisation and self-harm and depressed mood, with poor sleep quality as a possible mediator. A secondary data analysis was conducted using a nationally representative birth cohort in the United Kingdom, where participants self-identified as sexual minority (N = 1922, aged 11-13, 67.1% female) and their parents completed questionnaires and interviews when the participants were aged 11, 14 and 17. Logistic and linear regression were used to test whether victimisation prospectively predicted self-harm and depressed mood with mediation analyses conducted to assess if sleep onset latency and nocturnal awakening mediated their relationships. After adjusting for demographic factors and baseline self-harm and depressed mood, victimisation at age 11 significantly predicted self-harm (OR = 1.40, p < .01) and depressed mood (B = 0.024, SE = 0.01, p < .05) at age 17. In the mediation analyses, frequent nocturnal awakening at age 14, but not sleep onset latency, significantly mediated the effect of victimisation at age 11 on self-harm (indirect effect B = 0.008, SE = 0.004, 95%CI = 0.001-0.017) and depressed mood (indirect effect B = 0.005, SE = 0.002 95%CI = 0.001-0.010) at age 17. Our findings supported that victimisation contributed to negative mental health among SMA. Poor sleep quality could be an indicator of maladjustment with victimisation, which further increased vulnerability to negative mental health. Victimisation and sleep quality could be important assessment targets in mental health campaign among sexual minority adolescents.

What books should we like? A study of gender differences and stereotypes in the reading behaviors of Chinese middle school students.

INTRODUCTION: This study investigated gender differences in the reading behaviors of Chinese middle school students, and whether gender stereotypes relating to choices of reading matter are supported. METHODS: A mixed-methods approach was adopted. Three thousand nine hundred and fifteen middle school (Grade 7) students completed a questionnaire designed to assess reading behaviors. Independent sample t-test and chi-square analyses were employed to examine gender differences in reading behaviors. The qualitative survey was supplemented with an open response survey (94 boys, 50 girls), which provided further insights into individuals' specific experiences and perspectives regarding reading behaviors and gender stereotypes in reading choices. RESULTS: This study revealed a number of gender-linked differences. Boys spent more time reading than girls but read the same number of books; boys were also more likely than girls to read digital texts, while girls were more likely to borrow their reading material. Choice of subject matter also differed: boys were more likely to read factual and action-based books, while girls' choices focused more on motives and emotions. Another significant difference was that boys paid more attention to the overall experience of reading, while girls paid more attention to the details of reading. Responses to the open response survey indicated that gender stereotypes in reading choices were prevalent among respondents, but some students' reading choices did not align with the stereotype associated with their gender. CONCLUSION: The mixed-methods approach proved valuable in both identifying gender differences in reading behaviors, and in highlighting the prevalence of gender stereotypes in reading choices among middle school students.

Differences between prescriptive and proscriptive gender stereotypes and gendered self-evaluations in Sweden.

This study investigates prescriptive (how women and men should be) and proscriptive (how women and men should not be) gender stereotypes in Sweden and how these stereotypes relate to self-ascribed gendered traits. In an online survey with students at three major universities (N = 679) it was found that participants believed that the societal view was that women should be more communal than men, but less dominant and men should be more agentic than women, but less weak. In comparison, self-ratings only differed for communion, such that women rated themselves as more communal than men (there were no differences in self-ratings of agency, dominance, or weakness). Thus, prescriptive and proscriptive stereotypes and self-views differed. Women mainly perceived differences between self-ratings and prescriptions of communion, whereas men mainly perceived differences between self-ratings and prescriptions of agency. Moreover, women mainly perceived differences between self-ratings and proscriptions of dominance, and men mainly perceived differences between self-ratings and proscriptions of weakness. Hence, both women and men perceive larger gaps between self-evaluations and societally desired and undesired gender stereotypical traits. Future studies should investigate the consequences of such mismatches.

Originalarbeiten / Original Article. Chancen und Risiken genderstereotyper Ansprache von Männern im Kontext der Bildungs- und Beratungsarbeit am Beispiel der Geburtsvorbereitung für werdende Väter / Opportunities and Risks of Gender-Stereotypical Approach to Men in the Context of Education and Counselling Work Using the Example of Birth Preparation for Expectant Fathers.

Opportunities and Risks of Gender-Stereotypical Approach to Men in the Context of Education and Counselling Work Using the Example of Birth Preparation for Expectant Fathers At first glance, it seems absurd that families or mothers and fathers become addressees of social work when they decide to have a child. But the legislator has also formulated it: "Mothers and fathers as well as pregnant women and expectant fathers should be offered advice and help in questions of partnership and the development of parental parenting and relationship skills" (§16 paragraph 3 SGB VIII). One can argue that this makes sense, especially in complex and challenging times. Fathers in particular are confronted with an increasing ambivalence between caring father and providing breadwinner. Against the background of crisis-ridden conditions, this ambivalence can be perceived as strenuous living conditions, so that the addressing of social work is justified. Gender-homogeneous psychosocial services for fathersto- be make counselling and educational processes in the sense of helping them to help themselves be used by the addressees. In this article, the gender-stereotypical addressing of men in the context of education and counselling services is presented and discussed using the example of gender-homogeneous birth preparation courses for expectant fathers, on the basis of empirical findings.

Amazons among us: Reflections on creating the heroines we need now.

This article describes my recent carved wood sculptures of warrior women as a response to and reimagination of historical and mythological accounts of Amazons. I emphasize aspects of queerness and gender non-conformity in the figurative sculptures through iconographical details. This body of work is grounded in readings of classical mythology and popular culture, as well as reference to historical Amazons and women warriors in African and Indian cultures.

What does gender has to do with math? Complex questions require complex answers.

Whether mathematics is a gendered domain or not is a long-lasting issue bringing along major social and educational implications. The females' underrepresentation in science, technology, engineering, and mathematics (STEM) has been considered one of the key signs of the math gender gap, although the current view largely attributes the origin of this phenomenon to sociocultural factors. Indeed, recent approaches to math gender differences reached the universal conclusion that nature and nurture exert reciprocal effects on each other, establishing the need for approaching the study of the math gender issue only once its intrinsic complexity has been accepted. Building upon a flourishing literature, this review provides an updated synthesis of the evidence for math gender equality at the start, and for math gender inequality on the go, challenging the role of biological factors. In particular, by combining recent findings from different research areas, the paper discusses the persistence of the "math male myth" and the associated "female are not good at math myth," drawing attention to the complex interplay of social and cultural forces that support such stereotypes. The suggestion is made that longevity of these myths results from the additive effects of two independent cognitive biases associated with gender stereotypes and with math stereotypes, respectively. Scholars' responsibility in amplifying these myths by pursuing some catching lines of research is also discussed.

Does my daughter like math? Relations between parent and child math attitudes and beliefs.

As early as age six, girls report higher math anxiety than boys, and children of both genders begin to endorse the stereotype that males are better at math than females. However, very few studies have examined the emergence of math attitudes in childhood, or the role parents may play in their transmission. The present study is the first to investigate the concordance of multiple implicit and explicit math attitudes and beliefs between 6- and 10-year-old children and their parents. Data from implicit association tasks (IATs) reveal that both parents and their children have implicit associations between math and difficulty, but only parents significantly associated math with males. Notably, males (fathers and sons) were more likely than females (mothers and daughters) to identify as someone who likes math (instead of reading), suggesting gender differences in academic preferences emerge early and remain consistent throughout adulthood. Critically, we provide the first evidence that both mothers' and fathers' attitudes about math relate to a range of math attitudes and beliefs held by their children, particularly their daughters. Results suggest that girls may be especially sensitive to parental math attitudes and beliefs. Together, data indicate that children entering formal school already show some negative math attitudes and beliefs and that parents' math attitudes may have a disproportionate impact on young girls.

Addressing Barriers to Career Development Awards for Early Career Women in Pediatric Psychology.

OBJECTIVE: To provide person and system-level recommendations for supporting early career women in the field of pediatric psychology in writing and submitting National Institutes of Health (NIH) Career Development Award (K award) applications. Recommendations are provided in the context of common barriers, with a focus on practical solutions. METHODS: Publicly available NIH reporter data were compiled to examine rates of funding for Society of Pediatric Psychology (SPP) members. Barriers that women face when initiating programs of research are described and applied to the field of pediatric psychology. RESULTS: Of current SPP members, 3.9% (n = 50) have ever received an NIH K award. Approximately 88.5% of SPP members identify as women, including 89.0% of SPP K award recipients. A table of person- and systems-level recommendations is provided to offer strategies for mentees, mentors/sponsors, institutions, and national organizations to address the barriers discussed. CONCLUSIONS: By addressing gender-specific barriers to submitting K award applications, we hope to increase the number of women K awardees and support the scientific advancement of pediatric psychology.

Girls Are Better Students but Boys Will Be More Successful at Work: Discordance Between Academic and Career Gender Stereotypes in Middle Childhood.

Despite findings of female advantages at school, men still are higher achieving in the workplace. Only a small amount of research has simultaneously investigated stereotypes of these different domains. We investigated whether stereotypes about academic female superiority and paradoxical stereotypes about workplace male superiority coexist. Participants were 1144 Grades 1-6 students (Mage = 9.66) from Hong Kong. They completed measures of academic gender stereotypes and meta-stereotypes, career gender stereotypes, career-related motivation for school excellence, and school engagement. Teachers provided school exam scores. We examined (1) gender and age differences, (2) the relationship between the stereotypes, and (3) the moderating role of these stereotypes in gender differences in school engagement, exam scores, and career-related motivation. Both boys and girls perceived girls as better students but a belief in female superiority did not translate to the career domain. Although both boys and girls beginning primary school believed their gender was superior in both domains, those at the end of primary school believed that girls do better at school while men are more successful at work. Also, at the end of primary school, these two stereotypes were more discordant on the individual level, i.e., the tendency for children who believed that girls perform better at school to also believe that women perform better at work was weaker in older children. Academic gender stereotypes moderated gender differences in school engagement and exam scores. Understanding why children hold discordant beliefs about success in different arenas and combating both academic and career stereotypes early may help improve gender equality for both genders.

Gender stereotypes can explain the gender-equality paradox.

The so-called "gender-equality paradox" is the fact that gender segregation across occupations is more pronounced in more egalitarian and more developed countries. Some scholars have explained this paradox by the existence of deeply rooted or intrinsic gender differences in preferences that materialize more easily in countries where economic constraints are more limited. In line with a strand of research in sociology, we show instead that it can be explained by cross-country differences in essentialist gender norms regarding math aptitudes and appropriate occupational choices. To this aim, we propose a measure of the prevalence and extent of internalization of the stereotype that "math is not for girls" at the country level. This is done using individual-level data on the math attitudes of 300,000 15-y-old female and male students in 64 countries. The stereotype associating math to men is stronger in more egalitarian and developed countries. It is also strongly associated with various measures of female underrepresentation in math-intensive fields and can therefore entirely explain the gender-equality paradox. We suggest that economic development and gender equality in rights go hand-in-hand with a reshaping rather than a suppression of gender norms, with the emergence of new and more horizontal forms of social differentiation across genders.

Profiles of Attitudes Toward Dating Abuse and Association with Subsequent Adolescent Relationship Abuse.

This study investigates variation in adolescent attitudes regarding dating violence under different conditions, the association of these conditional attitudes with subsequent adolescent relationship abuse (ARA), and youth and parent-reported characteristics associated with youth attitudes. The sample consists of 607 youth, as a subset from those who responded to a nationally representative longitudinal survey of dating violence. A latent class analysis identified three profiles of attitudinal patterns: No Tolerance for Hitting Partners (NT), Some Tolerance for Hitting Partners (ST), and High Tolerance for Hitting Partners (HT). The HT profile predicted subsequent physical (compared to the NT profile), sexual ARA perpetration (compared to both the NT and the ST profiles), and physical ARA victimization (compared to the NT profile). The ST profile predicted subsequent psychological ARA perpetration and victimization (compare to the NT profile). Results inform youth dating violence prevention programs to reduce ARA and intimate partner violence by changing youth attitudes toward dating violence.

Burnout in nursing: A vision of gender and "invisible" unrecorded care.

AIM: To reflect on how characteristics inherent in the nursing profession might be related to burnout syndrome among the nursing collective. BACKGROUND: Most people are unaware of the tasks and responsibilities of the nursing profession, as well as the burnout rates suffered by nurses. The nursing profession is a feminized profession, and this feminization may lead to the assignment of gender stereotypes and roles traditionally attributed to women. Much of the care provided by nurses is unrecorded, "invisible" and could be seen as an extension of their role as caregivers. METHODS: This is a discussion paper. The literature on gender stereotypes, unrecorded (invisible) care in nursing and burnout are the argumentative basis of this work. DISCUSSION: Stereotypes and gender roles may explain the lack of recognition of some of the carework carried out by nurses. Care, which is the essence of the profession, continues to be largely invisible and is not valued. This lack of recognition of invisible care, coupled with gender stereotypes, may help to understand burnout syndrome in nursing. IMPACT FOR NURSING: Health organizations should take into account the history of the nursing profession and the stereotypes associated with it. It is necessary to recognize and make visible much of the care provided by nurses which are not recorded (invisible care), since this would facilitate the visibilization of the workload and could reduce the possibility of suffering burnout. If we want quality care and staff who enjoy the greatest possible well-being, it will be necessary to take these variables into consideration. One purpose should be: to care for them so that they can provide quality care to others. NO PATIENT OR PUBLIC CONTRIBUTION: This is a discussion paper.

Workplace gender discrimination in the nursing workforce-An integrative review.

AIM: To critically synthesise the literature that explores the experiences of workplace gender discrimination from the perspective of registered nurses. DESIGN: Integrative review. REVIEW METHODS: Primary research articles reporting on the experience of workplace gender discrimination towards registered nurses in any setting were eligible for inclusion. Studies were critically appraised for methodological quality using a modified Critical Appraisal Skills Program list. The six phases of thematic analysis proposed by Braun and Clarke (2006) were used to guide the analysis. Data were extracted and coded, and themes were identified according to the review aims and significant findings of each study. DATA SOURCES: CINAHL, MEDLINE, SCOPUS, Cochrane Library, published between January 2012 and June 2022. RESULTS: Twenty studies met the inclusion criteria. Major themes identified were (1) career progression, (2) career interruption, (3) positioning of men in nursing and (4) positioning of women in nursing. CONCLUSION: This review shows that both men and women in nursing experience workplace gender discrimination; however, the forms and consequences of this discrimination differ substantially by gender. IMPLICATIONS FOR THE PROFESSION: It is important that the pursuit of greater numerical representation of men in nursing does not result in further reinforcing patriarchal advantage. Professional development for nurse leaders in managing gender issues is recommended. IMPACT: This integrative review presents current issues on workplace gender discrimination for men and women in nursing. The findings suggest gender roles and norms have an effect on the careers of both men and women in nursing. The time has come to alter restrictive gender norms and to challenge notions of hegemonic masculinity and femininity. REPORTING METHOD: We have adhered to relevant EQUATOR guidelines-PRISMA. NO PATIENT OR PUBLIC CONTRIBUTION: For this literature review on workplace gender discrimination for registered nurses, we did not engage members of the patient population, nor the general public.

I'm just joking! Perceptions of sexist humour and sexist beliefs in a Latin American context.

Previous research has stated a relationship between sexist ideologies and humour appreciation. However, most research has been done in North America and Europe. In the present study, we aimed to approach in an exploratory way to the social perceptions of sexist humour in Costa Rica. Data was gathered through an online survey, participants (N = 323; 220 females) completed measures to characterise expressions of sexist humour. The main measures included perceived funniness, frequency and means of exposure, and perceived offensiveness, as well as completing the Ambivalent Sexism Inventory (ASI). Overall, previous exposure to this kind of humour was remarkably high. No significant differences were observed between women's and men's perceptions of the frequency, means and places of exposure, but emotional and behavioural reactions to sexist humour were gender-based. Women reported higher displeasure, more confrontation and felt angrier and more offended than men when exposed to this type of humour. Data support existing evidence of the relationship with sexist ideology. Specifically, hostile sexism was found to be a significant predictor of perceived funniness and offensiveness of the sexist jokes. An interaction effect between hostile sexism and the sex of participants was found, showing that as hostile sexism increased, perceived offensiveness decreased, but more rapidly for men. Results are discussed considering the practical implications and limitations, as well as the need for more research in the Latin American context.