Sex differences in sex-role conceptions and family orientation of high school students

Studies of college freshmen find that men are more sexist in their attitudes than women. Does this hold also for high school students? This paper reports the relationship of (1) sex-role attitudes to selected school and family characteristics and (2) attitudes toward family life to sex-role conceptions for women and men. The study is based on 529 students in grades 9 to 12 attending four high schools. The findings show that males are more sexist than females and Blacks more so than Whites. Women who are bright, from upper class backgrounds, and whose mothers work are more equalitarian in sex-role conceptions. For men, family background is unimportant, but attending an elite public school seems to foster equalitarian sex-role conceptions. Men's sex-role attitudes are harder to explain than women's, and, unlike women, their role attitudes have little connection to their family orientation.     

New identification criteria for the Chilean population: Estimation of sex and stature

In the analysis of human skeletal or otherwise unidentifiable remains the assessment of sex is an initial vital element when rendering a biological profile. As such other aspects of the biological profile are sex-specific (e.g. stature and age) and cannot be successfully determined without this preliminary assessment. In addition, the estimation of stature is an essential parameter of the biological profile, which is often used to confirm or exclude presumptive identifications.The purpose of this study is to present newly developed local identification criteria for the estimation of sex from the postcrania and stature for Chileans. Linear discriminant functions were derived for the humerus and femur. Sexing accuracies of 87%, 86%, and 82% were achieved. Furthermore, new univariate predictive stature equations are presented using a Bayesian approach for the humerus, femur and tibia.     

Models of Discourse and Hermeneutics in Octavio Paz's El Laberinto de la Soledad

This article explores how certain presuppositions govern our interpretations of this canonical text by Octavio Paz. I trace its biographical and textual origins, the book's peculiar reception, some of its multiple intellectual sources, and the problem of genre and how these hermeneutic discourses and epistemological tools interact. Structure (the relationship between psychology and history), rhetorical strategies and central symbols and metaphors that give the book its unity and complexity are also discussed. I conclude that we can read this hybrid work simultaneously as essay, narrative text, autobiography and modern epic myth: it is both an analytic or ironic deconstruction and an imaginative, symbolic construction of individual and collective identity.