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Perceived Gender Role Prescriptions in Schools, the Superwoman Ideal, and Disordered Eating Among Adolescent Girls

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Abstract

In this study of 866 adolescent girls from US private schools we examined disordered eating. Based on the feminist theory of conflicting gender roles, we hypothesized that girls with greater disordered eating attitudes would be more likely to: (1) perceive more conflicting gender role prescriptions at school, and (2) endorse the superwoman ideal. We also predicted that the mechanism through which perceptions of conflicting gender role prescriptions at school influenced disordered eating was an individual’s endorsement of the superwoman ideal. The data supported this mediation model. Girls with perceptions of more intense behavioral prescriptions for excellence in academics, appearance, dating, and the androgynous gender role, tended to endorse the superwoman ideal which, in turn, was associated with greater disordered eating.

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Authors and Affiliations

  1. Department of Preventive Medicine and Community Health, State University of New York, Downstate Medical Center, Brooklyn, NY, USA

    Janell Lynn Mensinger & Judith LaRosa

  2. Department of Psychology, West Chester University, West Chester, PA, USA

    Deanne Zotter Bonifazi

  3. Reading Hospital & Medical Center, P.O. Box 16052, Reading, PA, 19612–6052, USA

    Janell Lynn Mensinger

Authors
  1. Janell Lynn Mensinger
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  2. Deanne Zotter Bonifazi
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  3. Judith LaRosa
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Corresponding author

Correspondence to Janell Lynn Mensinger.

Additional information

The first author dedicates this manuscript to Sue Rosenberg Zalk, former Editor of Sex Roles. Dr. Zalk was my mentor when I began this line of research in graduate school. Her knowledge about and passion for the study of gender was inspiring, and her genuine concern for students reassuring. She has been dearly missed since her premature passing in July, 2001.

The research conducted for this manuscript was drawn from a dissertation submitted to the Graduate Faculty in Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy at The Graduate Center of CUNY. Sincere appreciation is given to the first author’s dissertation advisor, Dr. Setha Low, Dr. Ira Sacker, colleagues at H.E.E.D., the participating schools, and the participants themselves who all helped make this study possible.

Appendix

Appendix

School Gender Socialization Scale

Total SGSS composite = z(appearance) + z(academic) + z(androgynous) + z(dating).

Appearance concerns (Alpha = .85)

High score indicates that the individual perceives a great deal of concern over appearance among female classmates

  1. 1.

    Being overweight would be difficult for a girl at this school.

  2. 2.

    Girls at this school are pretty self-conscious about their appearance.

  3. 3.

    There is a lot of pressure in this school to be thin.

  4. 4.

    Looking good is important to girls at this school.

  5. 5.

    Girls at this school worry about the kind of clothes they wear.

  6. 6.

    Girls at this school compare their bodies to one another.

  7. 7.

    Girls often get teased for their appearance at this school.

  8. 8.

    Girls at this school tend to conform to the way others do things.

  9. 9.

    Girls here often act in ways that will gain the approval of peers.

Academic norms (Alpha = .79)

High score indicates that the individual perceives a great deal of concern over academics among female classmates

  1. 1.

    Most girls here work hard to get top grades.

  2. 2.

    Getting the highest grades is respected among girls at this school.

  3. 3.

    Girls here consider acceptance into prestigious colleges and universities as very important.

  4. 4.

    Girls here tend to be very ambitious and goal oriented.

  5. 5.

    Most girls at this school would consider themselves intelligent.

  6. 6.

    Studies generally come first at this school.

Androgynous social norms (Alpha = .73)

High score indicates that the individual perceives a great deal of positively oriented stereotypical ‘masculine’ and ‘feminine’ behaviors among female classmates

  1. 1.

    Girls here are taught to have compassion when a peer is upset.

  2. 2.

    Girls here are taught to be sensitive to the needs of others.

  3. 3.

    Girls at this school are discouraged from showing their feelings or being too emotional. (Reverse Coded)

  4. 4.

    Girls here are generally encouraged to take risks.

  5. 5.

    Most girls here are quick to defend their beliefs.

  6. 6.

    Girls here have been taught to be self-sufficient.

  7. 7.

    Teachers here show a lot of respect for the intellectual abilities of the girls at this school.

Dating norms (Alpha = .73)

High score indicates that the individual perceives a great deal of concern over dating among female classmates

  1. 1.

    Going out with guys is a recurring topic of conversation around here.

  2. 2.

    At this school, it is important to the girls to be friendly with and go out with guys.

  3. 3.

    Many girls here seem to like hanging out with guys more than hanging out with other girls.

  4. 4.

    Being popular with guys is important to girls at this school.

  5. 5.

    Most girls here probably spend time preparing to look their best for weekend nights out (especially if there is potential to meet guys).

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Mensinger, J.L., Bonifazi, D.Z. & LaRosa, J. Perceived Gender Role Prescriptions in Schools, the Superwoman Ideal, and Disordered Eating Among Adolescent Girls. Sex Roles 57, 557–568 (2007). https://doi.org/10.1007/s11199-007-9281-6

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