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Related Concept Videos

Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
Sources of Self-Esteem I: Family Experience01:18

Sources of Self-Esteem I: Family Experience

Self-esteem, a crucial component of psychological development, is significantly shaped by familial experiences. The early parent-child relationship serves as a foundational influence on a child's self-concept, with long-lasting effects extending into adolescence and adulthood.Parental Behaviors and Early Self-Esteem FormationEmpirical studies have identified four principal parental behaviors that foster healthy self-esteem in children. These include expressions of acceptance, affection, and...
Stereotypes, Prejudice, and Discrimination02:55

Stereotypes, Prejudice, and Discrimination

Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who are...
Sources of Self-Esteem III: Social Comparison01:27

Sources of Self-Esteem III: Social Comparison

Social comparison plays a fundamental role in the evaluation of personal success and self-worth. Rather than assessing our achievements in isolation, we interpret their significance relative to personal goals and critically in comparison to the performance of others. A grade of B in a mathematics exam might elicit pride if one's expectation was a C, yet result in disappointment if an A was anticipated or if peers achieved superior results. These comparative evaluations illustrate how both...
Stereotype Threat and Self-fulfilling Prophecies02:09

Stereotype Threat and Self-fulfilling Prophecies

When we hold a stereotype about a person, we have expectations that he or she will fulfill that stereotype. A self-fulfilling prophecy is an expectation held by a person that alters his or her behavior in a way that tends to make it true. When we hold stereotypes about a person, we tend to treat the person according to our expectations. This treatment can influence the person to act according to our stereotypic expectations, thus confirming our stereotypic beliefs. Research by Rosenthal and...
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Ethnic Identity within a Larger Culture

Adolescents from ethnic minority backgrounds face a multifaceted journey in forming their identities, shaped by the intersections of cultural expectations and personal exploration. For these adolescents, identity formation involves not only typical developmental challenges but also navigating the perceptions and attitudes of the majority culture. As they grow, adolescents in ethnic minority groups often become increasingly aware of stereotypes, social biases, and discrimination, all of which...

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Related Experiment Video

Updated: Jun 24, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

Gender-based differences in satisfaction with academic preparation and practice experiences.

William P Kelsey1, Nicole S Kimmes, David E Williams

  • 1Creighton University School of Dentistry, 2500 California Plaza, Omaha, NE 68178, USA. wpkelsey@creighton.edu

Journal of Dental Education
|April 3, 2009
PubMed
Summary

Gender does not impact dental graduates' satisfaction with their education or career experiences. This study found no significant differences between male and female dentists regarding their satisfaction with dental school preparation and practice outcomes.

Related Experiment Videos

Last Updated: Jun 24, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

Area of Science:

  • Dental Education
  • Professional Practice Satisfaction
  • Gender Studies in Medicine

Background:

  • Dental school graduates' satisfaction is crucial for evaluating educational effectiveness.
  • Understanding factors influencing career satisfaction aids in improving dental training programs.
  • Previous research has explored various factors affecting professional satisfaction, but gender-based differences require further investigation.

Purpose of the Study:

  • To examine the influence of practice patterns and other variables on dental graduates' satisfaction with their dental school preparation.
  • To assess graduates' satisfaction with their career experiences.
  • To determine if gender influences satisfaction levels with academic preparation and professional practice.

Main Methods:

  • A survey was distributed to dentists who graduated from Creighton University School of Dentistry between 1985 and 2005.
  • Data collected included demographic factors, practice characteristics, and satisfaction with educational and practice experiences.
  • Statistical analyses employed included Spearman's rho, multiple regression, and the Pearson product moment correlation.

Main Results:

  • No statistically significant differences were identified between male and female dentists concerning satisfaction with academic preparation.
  • Similarly, no significant gender-based differences were found in satisfaction with postgraduation practice experiences.
  • The analysis indicated that gender is not a determining factor in graduates' overall satisfaction levels.

Conclusions:

  • Gender does not appear to be associated with dental graduates' satisfaction with their dental school preparation.
  • Graduate satisfaction with postgraduation practice experiences is not significantly influenced by gender.
  • These findings suggest that educational institutions and professional organizations should focus on factors beyond gender to enhance graduate satisfaction.