Accepted Gender Roles of Young Adults in Italy and their Effects on Self Esteem, Relationships, Happiness, and Overall Life Satisfaction: A Field Study Proposal
A. Statement of Intent
The goal of my project is to discover what the accepted gender roles are for young adults in Italy, whether traditional or more contemporary, and how that affects their self esteem, relationships, happiness, and overall life satisfaction. Given that traditional family values are extremely important to Italians, especially in southern Italy, I expect gender roles will be similarly traditional (Tanaka & Lowry). I expect to learn what young adults in Italy expect of themselves and others in terms of fulfilling specific gender roles (i.e. men and women working, division of childcare, division of cleaning and yard-work, division of cooking, ect) and the overarching affect aligning with the gender roles that are expected by society, has on their attitudes, beliefs, and behaviors.
I feel that to gain a true and deep understanding of this, it is important for me to be immersed in the Italian culture, and to conduct my research in the physical presence of those I’m studying. My experiences at BYU have been varied and enriching, yet as I prepare for grad school, I recognize the value of continuing to broaden my experiences and becoming a lifelong learner. While I have enjoyed my research experiences, I would like to conduct research on a topic that is of high personal interest. I have always been interested in family life, specifically young adult's perceptions of gender roles. I interned as a research assistant this past summer for the Flourishing Families Project through the School of Family Life. Our research was fascinating and I became interested in learning more about this topic. The bulk of the data we collected was quantitative and, while our findings were very interesting, I feel it would be beneficial to look into more qualitative research—an option that I could have through a field study. A field study is to be a perfect fit for me and my research interests. I know that, not only the research topic, but the research location, will influence the overall experience and study. I have been intrigued by Italy for years; the culture and language have always been fascinating to me. After taking several humanities courses at BYU, I have come to love and respect the Italian history. It would be a dream come true for me to be able to visit the famous historical sites of Italy as well as learn more about its modern culture and citizens. I want to come to understand the Italian culture, people and language in a magnitude that is only possible through full emersion.
B. Background and Significance & Literature Review
Gender Roles
Gender roles are defined by Wood and Eagle (2002) as the behaviors and occupations in which a particular gender is expected to engage. Our behaviors, priorities, the amount of time we spend on various jobs, our involvement in certain activities, and our perception of all these, are influenced by our beliefs about gender roles (Cook, 1994). The importance of a particular role, or role salience, is determined by three factors: 1) commitment, 2) participation, and 3) knowledge (Cook, 1994). Cook (1994) explains that commitment is our emotional attachment to a role—it is based on how we feel about a role; participation is the behavioral component, based on how much time and energy we put into a certain role; while knowledge is referred to as the “value expectation component”, and is based by one’s participation and experience in a certain role, and therefore our knowledge of that role. It is important to note that an individual may feel highly committed to a role, but not put time into it (participation), or one may participate in a role heavily, but not feel any sort of commitment to it. An example might be a father who feels very committed to his children, but—because of his job—does not spend very much time with them, or a mother who works long hours, but only holds a job to provide for her family and does not actually feel committed to her employment. Often, one’s gender has a large effect on what roles they engage in; gender influences how individuals perceive the importance of a specific role (Super, 1990). Certain roles are more typical for men than women (and visa versa), yet the expansion of gender roles norms is on the rise, and numerous debates have been instigated in attempt to define, or contradict, what roles and occupations men and women should be committed to, participate in, and have a knowledge of, or if there should be roles based on gender at all. Further, gender roles are important in several aspects of life. One’s self esteem is partially dependent of the successful fulfillment of gender roles; social and relational expectations often demand that one engages in specific gender roles, and it has even been found that one’s life-satisfaction and happiness is partially dependent on successful gender performance. Understanding more about gender roles and their effects on individuals, and even societies, can gives us a better understanding of self-esteem, relationships and overall happiness.
Even with gender roles expanding, adult individuals who abide by traditional male or female gender roles are viewed more positively by the majority of society, while those who break gender role norms are viewed more negatively. This paper will discuss the factors affecting gender roles, traditional gender roles, nontraditional gender roles, and role juggling. It is important to note that gender roles, and the associated set of behavioral norms that are considered socially appropriate for individuals of a specific sex, vary overtime and between cultures; this research focuses on Western cultures—with the majority of studies being conducted in the United States.
Factors that affect Gender Roles
Gender roles are a result of nature and nurture; there has been evidence that supports both biological and social explanations of why males and females traditionally engage in different roles based on their gender. While many researchers agree that it is a combination of factors, certain theories lean more towards one factor (biological or social) to explain why males and females are the way they are (Wood and Eagly, 2002).
Biological
Wood and Eagly (2002) explain the biological aspect of gender roles, which is similar to many evolutionary models. They assert that since women have to be pregnant, give birth, and breast feed, they can’t leave their child for long, and therefore must stay at home. Due to the woman’s biological demand of being at home, men have therefore taken over the roles that require one to be away from home (Wood & Eagly, 2002). By nature, researchers argue, women are physically weaker, more verbally oriented, diplomatic, affectionate and more nurturing; whereas men are stronger, more action oriented, more direct and instrumental, or task oriented. Due to these biological tendencies, researchers argue, men and women tend to engage in different roles that are more conducive to their biological nature (Berebaum &, Blakemore, 2011).
Social
Beyond biological factors, there are social origins for the traditional gender roles and characteristics; society, in a sense, expects women to act a certain way and for men to act a certain way (Wood & Eagly, 2002). Women are expected to be nurturing and affectionate—traits that are typically important for caregivers; while men are expected to be assertive and to have dominate personalities—characteristics that are typically viewed as necessary for successful providers (Wood & Eagly, 2002). While it is possible that biological factors affected social thinking, Cook (1994) claims that dichotomy in predominately male and female behaviors, and even careers, is due to societal expectations, which have shaped individuals to be a certain way—based on their gender—from birth. Cook (1994) does recognize the complexity of the process, and the diversity within behaviors and careers for individual members of the same sex, but speaks in more general terms for men and women. In sum, this theory asserts that we learned gender appropriate behaviors from those around us (conventional wisdom). This assertion has many implications; for example, women are physically weaker because through the centuries, and evolution, the tasks that they engaged in were not as physically demanding as men, they are more verbal because of their social, political and economic resources, and they are only more nurturing because that is the role that has been assigned to them. Therefore, according to this theory, men and women are socialized to have certain attitudes, behave a specific way, and engage in gender-specific careers.
Gender Stereotypes
Regardless of the cause of gender roles, individuals and societies often make assumptions about men and women based on their gender—this is referred to as gender stereotyping. According to Webster’s dictionary (2012), a stereotype is “something conforming to a fixed or general pattern; especially: a standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitudes, or uncritical judgment. Further, stereotypes include expectations about an individual’s emotional expression and reaction—these expectations are often associated with one’s gender (Dasgupta & Basu, 2011). Common stereotypes of women include them being emotionally expressive, responsive and empathetic, more nurturing and skilled at child rearing, and skilled at running a home. Masculine stereotypes include characteristics traits such as dominance, assertiveness, aggressiveness, and quickness in expressing anger; men are usually expected to be physically capable to protect, and financially able to provide, for their families (Dasgupta & Basu, 2011). Stereotypes affect, and even dictate, what is acceptable for an individual to do in a certain society or culture.
Traditional Gender Roles
Such gender stereotypes typically align with traditional gender roles, and while they are often oversimplified; it remains socially acceptable for an individual to act in accordance to a traditional gender role. However, acting in a traditionally-inconsistent manner often results in disapproval (GLADD, 2010). Beyond social approval or disapproval, one’s performance in these roles is often perceived as important to their identity as an individual, and more specifically as a man or a woman, as well as to their social relationships, their happiness, and overall life satisfaction (Silberstein, 1992).
Traditional Masculine Gender Roles
Traditionally, as mentioned previously, men are expected to be providers, and therefore to have certain characteristic traits, to act out certain behaviors, and to engage is certain activities that align with the expectations of what a provider should be. Since early industrialization, and potentially before, the man’s job in the family was defined—in some way—by his minimal participation in parenting activities, beyond his role as providing physically and financially (LaRossa et al., 1991). While men’s direct role in the home is traditionally perceived as being less vital than women’s, having a solid role in the workforce—in order to provide for the family—is s perceived as vital to the family. If they do not succeed in this role (for example, an out-of-work husband and father of four), they are often viewed as failures (Silberstein, 1992). So, rather than providing emotionally for their children, traditional gender roles imply that men can show their commitment to their family by providing in other ways (Wiley, 1991).
Traditional Feminine Gender Roles
To supplement the traditional provider role of a man, traditional feminine gender roles focus on a women’s duty in the home—providing emotional support and nurturing children. These norms assume that staying at home is, in a sense, a calling for women, and expect that women prioritize family and children above providing financially for their family and children (Pare, 2008). Traditional feminine roles often view mothers working outside of the home as negative because it takes away from her home based, and most important, role (Wiley, 1991). According to Sears (1999) motherhood is often viewed as a career in itself and, in order to be successful in this role, strong commitment, participation and knowledge are required. It is interesting to note that, in accordance with traditional gender roles, there has been a slight increase in the number of stay at home mothers in recent years (Pare, 2008). Similarly to male’s fulfillment of gender roles, it is often important to a woman’s self-esteem and identity, social relationships, happiness, and life satisfaction to succeed in this role.
Non Traditional Gender Roles
While traditional gender roles are still the norm, and are viewed more positively by society, nontraditional gender roles have been on the rise; more women have entered the workforce and an increasing number of men have been engaging in childcare duties (Heppner & Heppner, 2009). To compliment these behavioral changes, it appears that, although men and women choose different career paths, their commitment to them are minimal (Cook, 1994); hence men don’t necessarily view roles in the workforce as more important than roles in the home, and women do not necessarily view roles in the home as more important than roles in the workforce. For example, women report greater participation in home roles, such as cleaning and cooking, than men, but have only slightly more commitment to such roles than men. Following, is current research on the non-traditional gender roles of men and women.
Non Traditional Feminine Gender Roles
The motherhood ideology in Western Society has varied little during recent decades (Bayard, 2006); although women are engaging more in work, much of society still expects that women fulfill their roles in the home. Pare (2008) found a dichotomy in the way individuals think about women’s priorities—if a women has a career, she is believed to be work oriented, but if a women stays at home to raise children, she is considered family oriented; insinuating that a work or family is more important to women based solely on whether they do, or do not, work outside of the home.
More women are engaging in nontraditional gender roles and are going to work. You may be surprised to find that only 25% of all mothers are considered full-time homemakers; at least 50% of mothers work at least part-time. However, many of the mothers who work part-time, still consider themselves stay-at-home moms, probably due to their high feelings of commitment to motherhood, and low feelings of commitment to their work (Johnson & Swanson, 2004). Many women choose to stay at home because they hold traditional attitudes about gender roles, it important to them to take care of duties in the home and raise their children; however, some women stay at home for other reasons—for example, with soaring childcare costs, not all women can justify working, when most, all, or even more of the money they make if they did work, would go towards childcare bills (Pare, 2008).
That said, women’s role in the workforce has changed drastically over the years. Prior to the 1940s, women’s earning potential was menial, and many of the women who did bring in an income, did so in ways that were not publically obvious, like housing boarders (Thompson & Walker, 1989). Today, however, women make up nearly half of the labor force (Bureau of Labor Statistics, 2010) and the majority of married heterosexual couples each have careers; with 38% of the women in these unions earning as much as, or more, than their husbands (Boushey, 2009).
While women have proved their ability to perform in the paid workforce, it is still common, and expected, for women in these roles to balance her work responsibilities and her responsibilities in the home (Lambert, 1990). So, even if a women works, she is still expected to complete her home responsibilities, including childcare, cooking, and cleaning, whereas a man is not expected to abide by similar standards (Voydanoff, 1989). So, childcare and responsibilities at home between men and women (Loscocco & Roschelle, 1991).
Even with women taking on new responsibilities in the workforce, while completing a majority of responsibilities in the home, they are still perceived more negatively by society in many instances (Johnston & Swanson, 2004). For example, even with their dedication to the workforce, women are often viewed as ‘earners’ rather than ‘providers’ like their husbands (Thompson & Walker, 1989). Additionally, many feel that working mothers are selfish and more concerned with their personal success and material goods, rather than with the success and wellbeing of their children; this view insinuates that a working women is unable to be a high-quality mother. (Johnston & Swanson, 2004). Traditionally women are expected to be kind, nurturing, and dedicated to their duties in the home; although that role is no longer the norm, the women who choose to take on more stereotypically masculine gender roles, are often viewed in a more negative light.
Non Traditional Masculine Gender Roles
Although there are many perceived negative aspects of being a working women, or a working mother, men do have an disadvantage to women, in that they have more latitude in the fulfillment of their roles (Robertson & Fitzgerald, 1990). A woman who chooses a career over children may be viewed negatively, but a man who fails to succeed in performing tasks expected for a man, is more often viewed as a failure. Society expects men to have a career and to provide for their families, with little leeway (Robertson & Fitzgerald, 1990).
Just as women are viewed as ‘earners’ rather than ‘providers’ in the workforce, men are viewed as ‘helpers’ with home based roles (raising children, cooking, cleaning) rather than as a part of their ‘duty’ (Doucet & Merla, 2007). While this may be a relief to some men, what about those men who would like to engage more in these responsibilities? Some men are forced to be stay-at-home dads due to unemployment, and some men choose to stay-at-home because their wife has a higher earning potential and they feel that it is important for at least one parent to stay at home, but some men stay home simply because they want to (Fischer & Anderson, 2011). Doucet and Merla (2007) point out that many contemporary fathers are realizing the rewarding experiences that come from childcare, and understand that it is a role that requires many different skills and abilities.
Unfortunately, much of men’s work in the home is overlooked by society (Lambert, 1990) and prejudice attitudes are quite common for these men (Blashill & Powlishta, 2009). Prejudices include the belief that men are not competent or affectionate enough for childcare (Brescoll & Uhlmann, 2005), and that those who are have more feminine characteristics—which are viewed negatively (Doucet & Merla, 2007). However, both working and stay-at-home dads reported similar levels of masculine and feminine characteristics, though stay-at-home dads had less stringent ideas about gender roles (Doucet & Merla, 2007). Even men who do not stay at home to raise their children, often report that they would like to engage more in childcare, and even share it equally with their wives, but that it is not always possible with their other responsibilities (Askari, Liss, Erchull, Staebell, & Alexson, 2010). It is interesting to note; however, that more men are providing childcare now than in any previous decade (Pleck, 2010), with the number of stay-at-home dads doubling since 1994 [although economic difficulties are a contributing factor to this] (Fischer & Anderson, 2011). Hence, the actual behaviors that men engage in are varying more in recent years, but society as a whole still struggles to accept, or view this transition, as a positive change.
Role Juggling
It has become obvious that traditional gender roles are more accepted by society, but that supplementing one’s main role, with an additional nontraditional role (like working part time as a mother, or engaging in more childcare for a father) are not viewed nearly as negatively as choosing a to engage in nontraditional gender role behaviors instead of (rather than in addition to) a traditional gender role behavior. Having a combination of roles has actually been shown to lead to increased satisfaction in life, which is more difficult to reach with only one role (Barnett, Marshall, & Singer, 1992). However, attempting to juggle roles can lead to various conflicts, both positive and negative (Super, 1990). Women have reported increased stress from the high demand of work and home duties, yet have also reported increases in self esteem from working that can act as a buffer for the stress of family duties (Baruch, Biener, & Barnett, 1987). Research on men who roll juggle have also discovered similar findings; however, they are not as pronounced as those for women due, most likely, to the fact that men still put less time into homemaking duties (Rosin, 1990). Whether or not role juggling is a positive or negative experience, is greatly affected by the support level of one’s spouse, role salience, material satisfaction, and the nature and condition of work ( Loscocco & Roschelle, 1991). Hence, certain individuals feel that role juggling leads to negative conflict, while others find that engaging in both traditional and nontraditional roles enhance their life experience.
Conclusion
Gender roles are the behaviors and occupations in which a particular gender engages in (Wood & Eagle, 2002). Debate remains as to whether gender roles are a result of socialization or of biological origin; most researchers agree that both factors are influential (Wood & Eagle, 2002). Regardless of the origin, strong feminine and masculine gender roles do exist. Individuals and societies often make assumptions about the specific roles men and women do or should engage in; when these roles are oversimplified, it is referred to as gender stereotyping (Dasgupta & Basu, 2011). While these stereotypes are oversimplified, they typically align with the roles that traditional men and women take on. Men are assumed, or expected, to dominate, aggressive, and to be a provider and protector for his family (LaRossa et al., 1991). Women, contrastingly are assumed, or expected, to be nurturing, affectionate and to provide for the emotional needs of their families (Pare, 2008). In recent years, nontraditional gender roles have been increasing in commonality, however, such roles often lead to societal disapproval (GLAAD, 2010). Such nontraditional roles include working women/mothers and stay-at-home men/fathers. Role juggling, which involves engaging in various roles, can have both positive and negative effects, but almost always causes conflict that often leads to increased stressors (Super, 1990). FINISH WITH A BANG!
C. Methodology/Procedures
For my field study, I will be living in Rome, Italy. The population I will be studying is young adults, between the ages of 18 and 30, who are of Italian descent or who have grown up in Italy. I plan to look into the attitudes of both male and female participants. If possible, I would like to interview individuals who are currently living at home, which is common among that age group in Italy.
As part of the field study experience, I will be living with a host family and will rely on them for initial contacts within the community. My participants will consist of convenience and snowball samples sampling. If possible, however, I would like to get in contact with a local university and either post fliers around the school, or potentially have them handed out in a couple courses. Given that the university will have a large young adult population, I feel that that is my best opportunity to reach out to that specific population. In order to make connections with such groups, I will draft a letter of introduction and either send or email it to the university, or specific professors, whose contact information I will obtain either either in person or online, depending on the preference of the University. If I do end up recruiting participants from the local university, I will first obtain permission from the Dean or Director. The fliers I distribute will contain information about the study as well as my telephone number. Upon the recruitment of some initial participants, I hope to be introduced to their friends and neighbors, who--if willing--I would invite to participate.
I plan to have between 15 and 30 participants who are young adults between the ages of 18 and 30 who are of Italian Descent or who have lived in Italy during their adolescent or young adult life. I feel these stipulations would help ensure that the participants I study are an integrated part of the Italian culture, and whose testimonies would be somewhat representative of the young Italian adult population. I hope to interview equal numbers of males and females.
All interviews will be administered by me personally, while I have a basic knowledge of the Italian language, I hope to use a translator for these interviews, which I will find through the local university, or through networking with my host family. Before beginning an interview, I will obtain written, informed consent from the participant. I will keep a copy for my personal records, I will also give participants a copy of the informed consent document with my contact information attached. Interviews will last between 30 and 60 minutes and will consist of around 6 to 10 open-ended questions about gender role attitudes. The interviews will be semi structured, I will ask every participant the same basic questions, but the subsequent conversation and discussion that follows will not follow a specific structure. This is meant to encourage further exploration of gender roles, so that I may obtain deeper, and more rich, data, rather than just obtaining a specific answer. An example of a question I might ask would be, "What is a woman's role in the home?" Their answers may include a list of specific duties, personal experiences, examples of ways that their home (growing up or currently) was or is ran. Rather than focusing on obtaining narrowly defined responses, I want to give participants the opportunity to expound on questions. If I feel it will be beneficial, I will ask follow up or prodding questions that were not a part of my initial set of questions. All participants will be interviewed individually by me, with the only other person present being the translator. I will take hard written notes during each interview, and I will audio record (and potentially film) each interview for later reviewing and coding. I do not have monetary compensation to offer participants, but plan to distribute hand written thank you notes for their participation.
As mentioned, I will take hand written notes and record the interview for later coding. Each question will be coded according to the trends there are in answers for that question. For example, for the question stated above (What is a women's role in the home) if several participants list a women's duty in the home as housework, or raising children, I will create such categories for my coding. I will not create the categories until I obtain my research, to ensure that my personal bias is at a minimum and I am not clumping their answers into a category that I created, based on my cultural experience and understanding. When coding is finished, all the information will be entered into Qualtrics and SPSS, so that I can obtain some basic statistical information from my research. This statistical information will aid me as I draw broad conclusions for my research, which I will elaborate on in my paper with the information from the interviews.
D. Ethics and Approval
The risks of this study are minimal. There are no physical or economic risks or discomfort related to my research. Participants may feel some discomfort, or be uncomfortable, answering certain personal questions. Participants may feel uneasy at times sharing their feelings and opinions about gender roles, and it is possible that they may feel dissatisfied with their own sex's, or the opposite sex's, typical gender role within their home or culture.
As I interview participants, I will do all in my power to make them feel comfortable and at ease. I will work to build rapport prior to the interview, so that the individual trusts me, and also so I can obtain an idea of how I can best be sensitive to their specific needs. I have worked as a Freshman Mentor for the past two years and have conducted hundreds of one-on-one interviews and feel that I am able to gauge one's comfort level and alter certain aspects of the exchange so that the interviewee is at a maximum level of comfort. If the situation calls for it, I may skip certain questions related to topics deemed sensitive for a specific individual. If necessary, I will prematurely terminate the interview altogether.
I realize the importance of confidentiality in my study. In order to protect participants and to steer clear from research biases certain precautions will be taken. The only time that participants will use their name and personal information is during the signing of the consent document. All other documents and notes will be organized, identifying participants by a letter and number. Females will be marked using an F and a number, based on the order of their participation. Males will be marked using an M and a number, likewise based on the order of their participation. For example, the forth female to be interviewed will be marked as "F4." No findings will be associated with a specific participant. All materials will be stored in secure locations; digital material will be protected by a password, and any physical materials will be locked away in a safe location; I will be the only individual with the password or key. Research materials may be kept for future use, but will always be guarded in a similar manner.
Consent will be obtained from participants immediately before participation. I will explain the potential risks and benefits of my study, and then have them read a written consent document, and ask that they sign the document, ensuring their consent. Participants will either volunteer or be invited to participate in my study, no coercion will be used at anytime.
As mentioned previously, the risks of this study are minimal. However, there is potential to maximize benefits. The Italian Family is typically very traditional, and the typical, traditional family, is one whose members engage in traditional gender roles. Fulfilling these gender roles often has a positive impact on one's self esteem and overall happiness. I hope to gain a deeper understanding of this process, and research whether these assumptions--which have been proven to be true in the United States--are also true for young adults in Italy. So, while risks are minimal, the benefits have great potential. I have submitted an IRB application to the institutional review board, for the use of human subjects; it has not been returned to me, but I have full confidence that it will be accepted. Once it is accepted, I will submit proof.
The family is hugely important in Italy, and given that I am studying an important aspect of both individual and family happiness, I hope the community will recognize the possible benefits of my research. I plan to spend my time in the field interacting with, and building relationships with, members of the community. To improve these relationships, I plan to spend time engaging in community activities and also volunteering whenever possible. I believe that the relationships I establish in the community with help BYU, its students, and by extension the Church of Jesus Christ of Latter Day Saints, be viewed in a positive light. I hope that my time spent here will benefit future BYU students when traveling to Italy and building relationships.
E. Preliminary Plans for Post-field Application
Upon completion of the study, I plan to present my findings in a poster session at the Fulton Mentored Learning Conference. I also intend to submit a paper for publication in The Journal of Marriage or a similar venue.
F. Qualifications and Limitations
I have had ample experience that has helped to prepare me for this project. I spent the previous summer interning as a research assistant for the Flourishing Families Project through BYU’s School of Family Life where I assisted in a study of forty families. I went to the homes of these families where I obtained informed consent signatures, distributed and quality controlled surveys, filmed a discussion and debriefed participants afterwards. Upon completing the appointments, I scanned the surveys into a computer database, uploaded the videos, quality controlled both, and entered data onto a spreadsheet for later analysis. With data from the previous summer, I worked with a team to analyze data, draft a paper of the research findings and presented them on a poster at the Mary Lou Fulton Research Conference. I also worked as a research assistant in Dr. Michael Larson and Dr. Patrick Steffen’s labs, where I was responsible to make contacts, obtain informed consent, run participants through various surveys and tasks, and debrief participants. The skills I developed will be of benefit to me as I conduct research in Italy; I will need to make contacts, schedule interviews, obtain informed consent, distribute and quality control surveys, debrief participants and enter my data onto a spreadsheet for future analysis. The research design and analytical writing courses I have taken will be of benefit as I analyze my data, draw conclusions, and begin drafting a paper and poster for future publication.
In addition to my research experience, I have worked for the past year and a half as a Freshman Mentor where I have engaged directly with over 180 students. I meet regularly with these students individually to conduct partially structured interviews in which I ask a set of standard questions that prompt open-ended, reflective responses and conversation and reveal information about their learning and progress as first-year students. The interview skills I have developed will be immensely helpful to me as I conduct the interview portion of my study to obtain qualitative data. Further, in my work as a mentor, I have participated in over 120 hours of training on such topics as creating semester plans, working with faculty, ethical guidelines, and documentation.
G. Faculty Mentors and Coursework
Dr. Coyne holds a Ph.D. from the University of Central Lancashire in Psychology. She now works as a professor and researching in BYU’s School of Family Life and was a principle investigator and coordinating researcher for the Flourishing Families Project (discussed earlier). She has years of experience as a researcher and has immense knowledge of family processes. Dr. Coyne has worked as a mentor for numerous students who have obtained ORCA grants and conducted field studies. She has coordinated research, assembled surveys for projects that she has worked on, presented at conferences, and published numerous papers. She has a vast knowledge of information in this field and is willing and able to work with me on an individual basis throughout the school year and during my field study.
ii. Other Faculty. What valuable academic support and expertise will be offered by other faculty overseeing your coursework?
iii. Course Contracts. How do your proposed in-field courses and faculty fit the purposes of your field study experience and academic project? Will your courses be rigorous and contribute to your academic goals (i.e. what long-term value is there in these particular courses)? Will your courses facilitate participation, cross-cultural interaction and learning? Attach copies of your course contracts in Appendix B.
Schedule
| Final Proposal Due: | April 20 |
| Fly to Italy: | Mat 3rd |
| Begin establishing rapport and relationship in the community through community involvement and volunteering: | May 6th |
| First Interviews Begin: | June 3rd |
| Complete Interviews and Begin compiling Data: | July 3rd |
| Return to the United States: | July 23th |
| Coursework Due: | August 30th |
| Final Paper Submitted to FS Program: | August 15 |
i. Budget
| Airfare: | $ 1, 359 + $70 (add. luggage on return) = 1429 |
| Passport: | 151.15 |
| Copies and Printing: | $10 |
| Internet Use: | $50 |
| Food X3 months: | $225 x3 = $675 |
| Reciprocity to Host Family X3 months | $450 (?) X 3 = $1350 |
| Extra Travel Expenses (high est) | Bus pass = $127 (3 months) Train = $200 (To Rome every Sunday = $100) Extra Living Expenses = $350 (Hotel, ect—dependent on Host Family connections) |
| Spending Money | $500 |
| TOTAL | $4842.15 |
J. Works Cited
Askari, S. F., Liss, M., Erchull, M. J., Staebell, S., & Axelson, S. J. (2010). Men want equality, but women don’t expect it: Young adults’ expectations for participation in household and childcare chores. Psychology of Women Quarterly, 34, 243–252. doi: 10.1111/j.1471– 6402.2010.01565.x
Baruch, G. K., Biener, L., & Barnett, R. C. (1987). Women and gender in research on work and family stress. American Psychologist, 42, 130-136.
Bayard, L. (2006, May 13). Stay-at-home moms find rewarding work. Greater Milwaukee Today. Retrieved May 16, 2006, from http://www.gmtoday.com
Berebaum, S.A., Blakemore, J., & Beltz, A.M. (2011). A role for biology in gender-related behavior. Sex Roles, 64(11-12), 804-825. doi:10.1007/s11199-011-9990-8.
Bureau of Labor Statistics. (2010). Employed persons by occupation, sex and age. Retrieved from http:// www.bls.gov/cps/cpsaat9.pdf
Blashill, A. J., & Powlishta, K. K. (2009). The impact of sexual orientation and gender role on evaluations of men. Psychology of Men & Masculinity,10, 160–173. doi: 10.1037/a0014583
Boushey, H. (2009). The new breadwinners. In H. Boushey & A. O’Leary (Eds.), The Shriver report: A woman’s nation changes everything (pp. 30–67). Washington DC: Center for American Progress.
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k. Appendices
Appendix A: Primary Faculty Mentor Form
Appendix B: Course Contracts
Appendix C: Methodological Tools (if applicable)
Appendix D: Address and Title of Online Portfolio
Appendix E: IRB/IACUC Approval Letter and Application
Appendix F: Method Practices
Consent to be a Research Subject
Introduction
This research study is being conducted by by Kierea Meloy, and undergraduate researcher, and Sarah Coyne, a professor of in the School of Family Life department at Brigham Young University to determine what the accepted gender roles are for young adults in Italy, whether traditional or more contemporary, and how that affects your self-esteem, relationships, happiness, and overall life satisfaction. You were invited to participate because of your age and Italian descent or Italian cultural influences.
Procedures
If you agree to participate in this research study, the following will occur:
· you will be interviewed for approximately twenty to sixty (20-60) minutes about your attitudes and behaviors concerning gender roles, and your associated self-esteem, relationships, happiness, and overall life satisfaction
· the interview will may be audio or video recorded to ensure accuracy in reporting your statements
· the interview will take place in a private, yet semipublic location, at a time convenient for you or it will take place at a time and location convenient for you
· the researcher may contact you later to clarify your interview answers for approximately fifteen (15) minutes.
· total time commitment will be approximately 60 minutes
Risks/Discomforts
There are minimal risks for participation in this study. You may, however, feel some discomfort when answering questions about personal attitudes, beliefs, and behaviors or when being audio recorded, or feel uncomfortable as I jot notes as you speak. If you feel embarrassed about answering a particular question, you may choose to decline or excuse yourself from the study.
Benefits
There will be no direct benefits to you. It is hoped, however, that through your participation researchers may learn about the gender role attitudes and beliefs of young adults in Italy which can help contribute to therapies, and other means, to increase self-esteem, happiness, and overall life satisfaction.
Confidentiality
The research data will be kept in a secure location or on a password protected computer and Sarah Coyne and Kierea Meloy are only the researchers that will have access to the data. At the conclusion of the study, all identifying information will be removed and the data will be kept in the researcher's locked cabinet.
Compensation
Participants will receive no monetary compensation for their participation.
Participation
Participation in this research study is voluntary. You have the right to withdraw at any time or refuse to participate entirely without consequences.
Questions about the Research
If you have questions regarding this study, you may contact Kierea Meloy at kiereameloy@yahoo.com for further information.
Questions about Your Rights as Research Participants
If you have questions regarding your rights as a research participant contact IRB Administrator at (801) 422-1461; A-285 ASB, Brigham Young University, Provo, UT 84602; irb@byu.edu.
[For International Research the contact person should be someone in the local area with local contact information who would be able to inform participants of their rights. This person can be a project leader, organization director, or group facilitator. This should be a person who is not part of the research and who is able to communicate with participants in their own native language.]
Statement of Consent
I have read, understood, and received a copy of the above consent and desire of my own free will to participate in this study.
Name (Printed): Signature Date:
Appendix : SAMPLE QUESTIONS
What are women in your society expected to do?
· Why are they expected to engage in these roles/behaviors?
· What are men in your society expected to do?
· Why are they expected to engage in these roles/behaviors?
· Is it important to you to to engage in these gender-specific roles?
· What would be the consequences of not engaging in these roles? Cultural? Social? Personal?
· What are characteristics that you look for in a man/woman?
· What makes a woman a good wife and mother?
· What makes a man a good husband or father?
· What is a woman's role in the home?
· What is a man's role in the home?
· Whose role is more important in the home?
· Who (a man or a women) is more competent with home-based tasks?
· What is a woman's role in the workforce?
· What is a man's role in the workforce?
· Whose role is more important in the workforce?
· Who (a man or woman) is more competent with work-based tasks?
· What are your goals for the future? For work? Marriage? Raising a family?
· What do you want your role to be in the home? Why?
· What do you want your role to be in the work field? Why?
· If you were unable to contribute signficantly to a home-based role (providing emotionally), how would you feel?
· If you were unable to contribute significantly to a work-based role (providing financially), how would you feel?
· Do you feel like is it important in Italy for men and women to engage in gender-specific roles?
· Do you think a women not performing certain duties in the home--like raising children, cooking, and cleaning--means that she is in some ways a failure?
· Do you think a man not performing certain duties at home--like raising children, cooking, and cleaning--means that she is in some ways a failure?
· Do you think a woman not performing certain duties at work--like providing financially (or even protecting her family)--means that she is in some ways a failure?
· Do you think a man not performing certain duties at work--like providing financially (or even protecting his family)--means that he is in some ways a failure?
