Abstract
The focus of this research will be the examination of the effects of male and female temperaments on the extents of frustration both sexes experience while dealing with certain long-lasting activities like the waiting process at a busy intersection. The scholarly literature on the topic of temperament development and gender inequalities of modern society will be examined. The method of direct observation will be used in the research itself, as the researcher will place him/herself in a group of people at a busy intersection to observe and record the ways in which male and female frustration is manifested. The results of the research will be presented and discussed providing the implications for further study in the area of temperament differences.
Introduction
The study of differences in the male and female temperaments is rather significant as far as the modern society experiences the lack of understanding the inter-gender differences and displays such signs of gender discrimination as lower educational and employment opportunities for women, prejudiced social opinion against them, etc. (Boyce & Herd, 2003). Accordingly, the current study will contribute to the inter-gender understanding and will provide for the further development of gender equality in the human society. Moreover, if properly carried out, this study will provide for the better understanding of ordinary human beings in their daily communication and cooperation.
Scholars take their time to examine this topic. In more detail, such authors as Bing (1999) inquire about the purely physiological and biological aspects of the socially adopted gender inequality. According to Bing (1999), the popular public believe that male brains are larger than female ones has led to the misperception of women as the ones to be excluded from doing such traditionally male jobs as politics, social work, etc (Bing, 1999).
Further on, Walker, Berthelsen, & Irving (2001) study the topic of temperament formation in young children and influence of their temperaments on their peer acceptance. Gender perspective is examined by these authors who conclude that females are less active in the socialization, while males are more patient and persistent (Walker, Berthelsen, & Irving, 2001). Kasen, Cohen, Brook, & Hartmark (1996) argue about the huge role played by family environment and psychological traumas received by children upon their temperament formation and further socialization (Kasen, Cohen, Brook, & Hartmark, 1996).
Boyce & Herd (2003), Mcglashan, Wright & Mccormick (1995), and Whisenant (2003) consider the social aspects of the study topic examining the ways in which women are less fortunate in employment, education, and even military service because of the public stereotyping of their temperament peculiarities and biological differences (Boyce & Herd, 2003; Mcglashan, Wright & Mccormick, 1995; Whisenant, 2003). However, the topic of frustration males and females experience during waiting has not yet been studied substantially enough. The purpose of this study will be to fill in this gap and provide an account of frustration rates in men and women busy with waiting. The hypothesis of the study is as follows:
Women experience less frustration while waiting due to the peculiarities of their psychology which allows them to be less focused on waiting and reduce the stress by this. On the other hand, men are more frustrated as their focus on current business makes them nervous about the circumstances preventing them from the action.
Method
This study will involve two major methods of research. The first method used for the conduct of this study will be standing on a busy intersection and observing the reactions of men and women to the necessity to wait for a certain amount of time. Accordingly, it is rather difficult to exactly identify the number and any other characteristics of the study participants. What can be stated more or less exactly is that the sample of the study will encompass males and females of the adult age groups that can be observed on the roads during their working days. Drawing from the nature of the study, it will be impossible to examine the participants individually (Mitchell and Jolley, 2006).
However, the establishment of groups for their examination will also prove impossible in real-life situations. As a result, the study will be carried out with the help of the observation of the spontaneously formed group of people. The design of the study will also be determined by its real-life nature, as it will be impossible to successfully use any laboratory research during the observation of a group of people who, in addition, will not know that they are observed. As for the special apparatus for the study (Mitchell and Jolley, 2006), it will consist of only recording, either in the written form or with the help of audiotape, the reactions of male and female study participants to any challenging situations on the busy intersection chosen as the site of the study.
On the whole, the procedure anticipated for use in the study will begin with choosing the intersection with heavy people and car traffic. An important aspect in this choice will be the result of the prior observation according to which the intersection with the most balanced average rates of male and female participants will be chosen. The next step will be finding a proper position for the researcher (Mitchell and Jolley, 2006), who can either be in a car among the cars of the study participants, or a pavement from which the most relevant data can be obtained and timely recorded. Then, the very procedure of the study will be carried out during the pick hours of the early morning when the majority of people are heading for work or study. Finally, the results of the research will be analyzed and synthesized in order to provide an argumentative discussion and implications for the further study of this area (Mitchell and Jolley, 2006).
Finally, the second method used will be the integrated application of the Likert Rating Scales together with the consideration of a proposed study scenario as rated by the two female and two male student groups (30 persons each). The first step in applying this method will be recruiting 120 volunteers (60 males and 60 females to ensure the objective and equal representation of both genders) from the local universities or schools through internet and newspaper advertising.
The next step in the research procedure will be presenting the study scenario to the volunteer assessors in order for them to grade it and express their own ideas, if any, on the information they can obtain from the study and the results of its assessment. The point here will be to offer one male and one female group to assess the male character of the study scenario, while the resting groups will be asked to assess the performance and frustration levels of the female character. After the groups are assigned their tasks, it will be necessary to explain to the volunteers the principle according to which Likert Rating Scales work.
Finally, the synthesis of the assessment results and making respective conclusions will be the closing stages of the research procedure. These stages will be necessary to see the differences, if any, in the assessment given by the male volunteers to the female study character, and vice versa. To make the research as complete as possible the assessments of the male volunteers of the actions and frustration level of the male character will also be considered, as well as the same factors relating to the female assessment of the female frustration level.
Results
As for the study results, they will be assessed according to the nature of participants’ responses and according to the approximate degree of indignation or calmness as observed in the recorded data. The lexical analysis of the responses will also be of great help as it will provide the study with the implications of the statements made by the participants as viewed from the nature of lexical units and intonations used. In accordance with these assessment criteria, the results will provide the study with certain information necessary to either prove or reject the hypothesis formulated and outline the directions for further study (Mitchell and Jolley, 2006).
Further on, the results of the Likert Rating Scales assessments will be considered rather specifically to ensure as small a sampling error as possible. First of all, the Likert Rating Scales are divided into two parts, one being the reflection of frustration rates and another being the display of the responsibility levels the study characters of two genders manifested while being in a frustrating situation.
Both scales offer a range from 0 to 5. In the first scale, the smallest figure is equivalent to the absence of frustration, while the highest result evidences the extreme frustration level. The second scale uses the same range, with 0 showing no responsibility of the subject, while 5 assesses him or her as “very responsible”.
Thus, using the results of these assessment scales, it will be possible to calculate the average figure reflecting the male assessment of the female frustration and responsibility, as well as the female assessment of the male ones. These average figures will allow the researcher to have at least an approximate picture of the frustration levels typical of both genders, as well as of attitudes men and women have towards the psychological abilities of each other.
Discussion
Accordingly, if the study results are as predicted, it will be possible to confirm the research hypothesis and develop further research on this topic to the study of reasons for such temperament differences and test the same research design on different settings and using different variables besides frustration rates.
However, the study design chosen is limited in its scope and in the credibility of its results as the certain number of participants examined will not allow making too generalized conclusions. In other words, what will turn to be true for this group of people will not necessarily be true for another or a larger one. That is why, further research will be necessary to provide adequate data eligible for generalization (Mitchell and Jolley, 2006).
References
Bing, J. (1999). Brain Sex: How the Media Report and Distort Brain Research [*]. Women and Language, 22(2), 4.
Boyce, L. A., & Herd, A. M. (2003). The Relationship between Gender Role Stereotypes and Requisite Military Leadership Characteristics. Sex Roles: A Journal of Research, 49(7-8), 365+.
Kasen, S., Cohen, P., Brook, J. S., & Hartmark, C. (1996). A Multiple-Risk Interaction Model: Effects of Temperament and Divorce on Psychiatric Disorders in Children. Journal of Abnormal Child Psychology, 24(2), 121+.
Mcglashan, K. E., Wright, P. M., & Mccormick, B. (1995). Preferential Selection and Stereotypes: Effects on Evaluation of Female Leader Performance, Subordinate Goal Commitment, and Task Performance. Sex Roles: A Journal of Research, 33(9-10), 669+.
Mitchell, M. L. and Jolley, J. M. (2006). Research and Design Explained (6th ed.), Wadsworth Publishing.
Walker, S., Berthelsen, D., & Irving, K. (2001). Temperament and Peer Acceptance in Early Childhood: Sex and Social Status Differences. Child Study Journal, 31(3), 177+.
Whisenant, W. A. (2003). How Women Have Fared as Interscholastic Athletic Administrators since the Passage of Title IX. Sex Roles: A Journal of Research, 49(3-4), 179+.