The Associations between Gender-stereotypes and Academic and Employment Stress among Male and Female Nursing Students.
- Author:
Yunkyung LEE
1
;
Mi Ah HAN
;
Jong PARK
;
So Yeon RYU
;
Seong Woo CHOI
Author Information
1. Department of Preventive Medicine, College of Medicine, Chosun University, Gwangju, Korea. mahan@chosun.ac.kr
- Publication Type:Original Article
- Keywords:
academic;
employment;
gender;
gender-identity;
gender stereotypes;
stress
- MeSH:
Employment*;
Female*;
Gwangju;
Humans;
Linear Models;
Male*;
Nurses, Male;
Nursing*;
Students, Nursing*
- From:Journal of the Korean Society of Maternal and Child Health
2016;20(1):24-35
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The numbers of male nurse were steadily increased. This study was to examine the effects of gender stereotypes (GS) on academic and employment stress among male and female nursing students. METHODS: Total 414 nursing students (109 male and 305 female) were sampled from two nursing college in Gwangju. Data collected from March 5th to 17th 2015 by self-reported questionnaires. Descriptive analyses, t-tests, one-way ANOVA, correlation analyses and multiple linear regression analyses were conducted to reveal the association between GS and academic and employment stress. RESULTS: Overall GS score was 2.4±0.47. And GS scores of male students (2.6±0.48) were significantly higher than the score of female students (2.4±0.45). The average scores of academic stress were similar between male student (2.1±0.46) and female students (2.2±0.47). The average score of employment stress was similar between female students (2.4±0.49) and male students (2.3±0.52). In multiple linear regression analysis, domestic GS were positively associated with academic stress in male nursing students (β=0.125, p=.009). In the case of female students, total GS (β=0.122, p=.014) and occupational GS (β=0.145, p=.017) were positively associated with academic stress. And occupational GS were positively associated with employment stress in male students (β=0.206, p=.048). In the case of female students, social GS (β=0.147, p=.012) were positively associated with employment stress. CONCLUSIONS: GS were significantly associated with academic and employment stress in both male and female students. And the association GS and stress were varied by subcategory of GS and sex. Assessment and appropriate management of GS might be helpful to decrease of stress in nursing students.
