Received Mar 5; Accepted Nov
Gender and multiple intelligences College London Corresponding author.
Received Mar 5; Accepted Nov The moral rights of the named author s have been asserted. This article has been cited by other articles in PMC. Abstract This study examined participant gender and gender role differences in estimates of multiple intelligences for self, partner, and various hypothetical, stereotypical, and counter-stereotypical target persons.
Males estimated their general IQ slightly, but mathematic IQ significantly higher than females, who rated their social and emotional intelligence higher than males. Masculine individuals awarded themselves somewhat higher verbal and practical IQ scores than did female participants. More intelligent hypothetical figures were judged as more masculine and less feminine than less intelligent ones.
What is interesting is that in nearly every study there are similar, consistent, and significant differences between males and females in self-estimates of overall general intelligence, with males giving higher scores to themselves.
There are, however, cultural differences in level with, for instance, Africans and Americans awarding themselves higher scores over one-and-a-half standard deviations above the mean while the Chinese and Japanese tend to give more modest scores, around half a standard deviation above the mean.
Clearly there are inevitable cultural differences in the concept of intelligence, which informs self and other estimates Furnham, Whilst there is a large and growing literature on gender differences in estimated intelligence, there is far less work on the role of gender role on intelligence estimates.
Further, this study advances work in this field by examining intelligence estimates of males and females in stereotypic and non-stereotypic jobs to see the role of a person's occupation in the estimation of their intelligence.
Gender Role This study will investigate the role of gender as well as gender differences on these estimates. Individuals are classified as having one of four gender roles: The androgynous individual is defined as a female or male who has a high degree of both feminine expressive and masculine instrumental traits.
A feminine individual is high on feminine expressive traits and low on masculine instrumental traits.
A masculine individual is high on instrumental traits and low on expressive traits. An undifferentiated person is low on both feminine and masculine traits.
According to gender schema theory set out by Bempeople utilize culture-specific definitions of masculinity and femininity as standards against which they categorize, evaluate and perceive their own behavior and that of others.
Thus, we predict gender schematic individuals may attribute higher intelligence to males than females, while gender aschematic individuals would not differentiate between the two. Two early European studies are relevant. Rammstedt and Rammsayer tested German participants using the BSRI and a measure of self- estimated multiple intelligence.
They found that gender differences were significant on two of their four factors and that gender role was not significant on any, but they found a strong interaction on the mathematical-logical intelligence factor where high masculine males had much higher estimates than feminine males.
For instance, Bennett reported that mathematical, spatial, and kinaesthetic intelligences were judged as more masculine, while personal, musical, and verbal intelligences were judged as more feminine. Furnham argued that the concept of intelligence is male normative, which accounts for the systematic and universal gender differences in self estimates.
Other studies show that gender differences favoring males in self-estimated mathematical abilities occur in all cultures as well as in children and early adolescents, despite the fact that there are either no gender differences or else girls outperform boys Hyde et al.
In addition, girls typically receive better grades than boys, which could be expected to be the main source of information on related abilities for school children. Gender differences in self-estimates and other-estimates of intelligence seem partly influenced by gender-oriented stereotypes.
Intelligence, as conventionally defined, in general may be perceived as a more masculine than feminine feature and thus create a certain degree of conflict between intelligence and femininity.Proposed by Howard Gardner in , the theory of multiple intelligences has revolutionized how we understand intelligence.
Learn more about the . Do age and gender influence multiple intelligences?
In the theory of multiple intelligences put forth by Howard Gardner, initially, he classified 7 intelligences (logical, linguistic, musical, visual, kinesthetic, interpersonal, and intrapersonal) and later added another 2 (naturalistic, existential).
The paper explores the relations among early adolescents' digital gaming preferences and habits and their gender and multiple intelligences profiles. May 13, · This study examined participant gender and gender role differences in estimates of multiple intelligences for self, partner, and various hypothetical, stereotypical, and counter-stereotypical target persons.
A general population sample of British participants completed one of four questionnaires. Start studying Perspectives Test #3. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Search.
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ethnicity, gender, sexual orientation, disability, and social class are acknowledged and all students are viewed as valuable resources for enriching the teaching-learning process Multiple Intelligences-Logical.
Howard Gardner's Theory of Multiple Intelligences.
This intelligence was always valued in the traditional classroom and in traditional assessments of intelligence and achievement. MATHEMATICAL/LOGICAL - learning through reasoning and problem solving.
Also highly valued in the traditional classroom, where students were asked to adapt to.