The effect of gender role identification on behaviour intentions in University students

Abstract

The purpose of this study was to answer the research question “What is the effect of gender role identification on behaviour intentions in university students?” using a quantitative methodology. The participants answered a questionnaire, namely The Bem Sex Role Inventory (Monto, 1993) in order to identify their gender role and then also completed a series of vignettes aimed at measuring perceived behaviour. The results of the questionnaire were then tested through SPSS against the results of the vignette section in order to test for any significant positive correlations between variables as well as to investigate whether attitudes would translate into behaviour, according to Ajzen & Fishbein’s Theory of Planned Behaviour (Crisp & Turner, 2014). The sample consisted of 99 participants (N = 99) of which 85 valid responses were used in the study (n = 85). The results showed significant positive correlations between the gender role identification and the typical female vignette, between the individual's gender and the gender role identification and between the faculty of study and the gender role identification. These findings suggest that the participants may be in favour of having the option of both the role of a typical female as well as pursuing a career; that is, being gender fluid. The results also supported the appropriateness of the tool and, furthermore, suggest that humanities students may be more gender fluid than students from other faculties. Finally, the findings also support Ajzen & Fishbein's Theory of Planned Behaviour (Crisp & Turner, 2014) that, due to a number of factors, attitudes do not necessarily translate into behaviour.