The social nature of benevolent sexism and the antisocial nature of hostile sexism: Is benevolent sexism more likely to manifest in public contexts and hostile sexism in private contexts?

Previous research converges on demonstrating that benevolent sexism (BS) is socially approved, whereas hostile sexism (HS) is socially disapproved. We postulated that a sample of married women would be likely to report that their husbands express hostile sexist attitudes and engage in related actions towards them more in private than public contexts, where they lie concealed from public censure. By contrast, the women would report that their husbands would be likely to express benevolent sexist attitudes and engage in related actions more in public than private contexts, where they are reinforced not only by their target (i.e. wife), but also by significant others and the society at large. We tested these hypotheses with a sample of Black, heterosexually married Zimbabwean women (n = 109, mean age = 31.83). Results supported our hypotheses: the women reported hostile sexist attitudes and actions to be more likely to occur in private than public contexts; on the other hand, they reported benevolent sexist attitudes and actions to be more likely in public than private contexts. We conclude that differences in social approval of BS and HS account for these results.

Parent training support for intellectually disabled parents.

BACKGROUND: Intellectual disability may impact on an individual's capacity to parent a child effectively. Research suggests that the number of intellectually disabled people with children is increasing. Children of parents with intellectual disabilities may be at increased risk of neglectful care which could lead to health, developmental and behavioural problems, or increased risk of intellectual disability.However, there is some indication that some parents with intellectual disabilities are able to provide adequate child care if they are given appropriate training and support to do so. OBJECTIVES: To assess the effectiveness of parent training interventions to support the parenting of parents with intellectual disabilities SEARCH STRATEGY: We searched the following databases: Cochrane Central Register of Controlled Trials (CENTRAL, The Cochrane Library), MEDLINE, EMBASE, CINAHL, PsycINFO, ASSIA, Sociological Abstracts, Dissertation Abstracts International, MetaRegister of Controlled Trials, and ZETOC. SELECTION CRITERIA: Randomised controlled trials comparing parent training interventions for parents with intellectual disabilities with usual care or with a control group. Outcomes of interest were: the attainment of parenting skills specific to the intervention, safe home practices and the understanding of child health. DATA COLLECTION AND ANALYSIS: Two review authors independently assessed risk of bias and undertook data extraction. MAIN RESULTS: Three trials met the inclusion criteria for this review but no meta-analysis was possible. One study reported improved maternal-child interaction following group parent training compared with the control group. The second study reported some improvements in parents knowledge of life threatening emergencies, ability to recognise dangers and identify precautions and smaller improvements in their ability to implement precautions, use medicines safely and recognise child illness and symptoms. The third study reported improvement in child care and safety skills following the intervention. AUTHORS' CONCLUSIONS: There is some risk of bias in the included studies, with limited information available to assess possible bias and to fully assess the findings of one included study. Whilst the evidence presented here does seem promising with regard to the ability of such interventions to improve parenting knowledge and skill in this population, there is a need for larger RCTs of interventions before conclusions can be drawn about the effectiveness of parent training for this group of parents.