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dc.contributor.advisorBeesley, Denise,en_US
dc.contributor.authorKassing, Leslee Rae.en_US
dc.date.accessioned2013-08-16T12:18:55Z
dc.date.available2013-08-16T12:18:55Z
dc.date.issued2003en_US
dc.identifier.urihttps://hdl.handle.net/11244/581
dc.description.abstractThe relationship of homophobia and gender role conflict to male rape myth acceptance was investigated using a sample of 201 adult men from a Midwestern community. A hierarchical multiple regression analysis was conducted to determine the predictive ability of homophobia, attitudes toward gay men, restrictive affectionate behavior between men, restrictive emotionality, success, power, and competition attitudes, age, and level of education completed on adherence to male rape myths. Results indicated that greater adherence to rape myths was related to more negative attitudes toward gay men, more restrictive affectionate behavior between men, more restrictive emotionality, and more success, power, and competition attitudes. Additionally, older participants were more likely to endorse greater adherence to rape myths and more educated participants were less likely to endorse rape myths. Implications of this research include the necessity for more research on male rape myth acceptance, implementation of educational programs and changes to socialization process to help dispel these myths, and the necessity of counselors to provide unbiased and gender sensitive treatment modalities to male victims who seek help.en_US
dc.format.extentviii, 174 leaves ;en_US
dc.subjectPublic opinion Missouri St. Louis.en_US
dc.subjectPsychology, Social.en_US
dc.subjectMale rape victims Public opinion.en_US
dc.subjectMale rape Public opinion.en_US
dc.subjectMen Missouri St. Louis Attitudes.en_US
dc.titleThe relationship between gender role conflict, homophobia, and male rape myth acceptance in adult men.en_US
dc.typeThesisen_US
dc.thesis.degreePh.D.en_US
dc.thesis.degreeDisciplineDepartment of Educational Psychologyen_US
dc.noteAdviser: Denise Beesley.en_US
dc.noteSource: Dissertation Abstracts International, Volume: 64-03, Section: B, page: 1550.en_US
ou.identifier(UMI)AAI3082938en_US
ou.groupJeannine Rainbolt College of Education::Department of Educational Psychology


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