Table A1.
Manifest Variables for each Latent Variable.
Latent Variables | Source | Label | Manifest Variables |
---|---|---|---|
hostile sexism ξ1 |
ambivalent sexism inventory for adolescents [4] | x 1 | Boys are physically stronger than girls. |
x 2 | Boys should exert control over who their girlfriends interact with. | ||
x 3 | Girls should help their mothers at home more than boys. | ||
x 4 | Girls are better at domestic tasks, whereas boys are more skilled at fixing things. | ||
x 5 | Sometimes girls use the fact of being “girls” to say they should be treated in a special way. | ||
x 6 | When girls lose to boys in a fair competition, they typically complain about being discriminated against. | ||
x 7 | Girls are too easily offended. | ||
x 8 | Girls often interpret innocent remarks as being sexist. | ||
x 9 | Girls often exaggerate their problems. | ||
x 10 | Girls are actually seeking to have more power than boys, under the guise of asking for equality. | ||
benevolent sexism ξ2 |
ambivalent sexism inventory for adolescents [4] | x 11 | At night, boys should accompany girls’ home to make sure that nothing bad happens to them. |
x 12 | Girls should be cherished and protected by boys. | ||
x 13 | Boys should take care of girls. | ||
x 14 | A good boyfriend should be willing to sacrifice things he likes doing in order to please his girlfriend. | ||
x 15 | In a disaster, girls ought not necessarily to be rescued before boys. | ||
x 16 | Girls, compared to boys, tend to be more sensitive to others’ feelings. | ||
x 17 | Girls are generally more intelligent than boys. | ||
x 18 | It is important for boys always to have a girlfriend. | ||
x 19 | Romantic relationships are essential to achieve true happiness in life. | ||
x 20 | A boy will feel incomplete if he is not dating a girl. | ||
justification of domestic violence ξ3 |
questionnaire on attitudes toward diversity and violence [33] | x 21 | When a woman is attacked by her partner, she did something to provoke him. |
x 22 | A good father must impose his authority. | ||
x 23 | Boys can hang out with many girls, but girls can’t. | ||
x 24 | It is better that a man has the responsibility for making family decisions. | ||
x 25 | It may happen that the woman is submissive. | ||
x 26 | It is justifiable for a man to attack his wife or girlfriend when she decides to leave him. | ||
x 27 | The prevention of pregnancy is a girl’s responsibility. | ||
x 28 | Most violence could be avoided if the victims.... | ||
x 29 | Women who have children, if they have experienced violence, must not report it. | ||
x 30 | Limiting women’s work is a solution for the unemployment among young men. | ||
x 31 | Children should be punished with severity. | ||
x 32 | Men should not cry. | ||
x 33 | If one parent has to stop working, it is better if it is the mother. | ||
x 34 | Asking for help is a sign of weakness. | ||
x 35 | Domestic violence is part of the family bond. | ||
x 36 | Violence toward women is due to the biological instincts of their partners. | ||
x 37 | Being strong and brave is more important for boys than for girls. | ||
justification of peer violence ξ4 |
questionnaire on attitudes toward diversity and violence [33] | x 38 | If someone offends you, you can react violently |
x 39 | It’s great to show your friends that you know how to fight. | ||
x 40 | If you do not return any blows received, others will think that you are a coward. | ||
x 41 | Sometimes it is right to threaten others, so that they know you have character. | ||
x 42 | When a friend attacks someone, you should take his side. | ||
x 43 | Sometimes it is right to scare a person to earn his respect. | ||
x 44 | It is justified to attack someone who has taken something that is yours. | ||
x 45 | Weekend arguments make weekends more enjoyable. | ||
x 46 | Weekend arguments are inevitable. | ||
x 47 | A student who scratches the car of a teacher who has suspended him is justified. | ||
x 48 | Violence is part of human nature, so there will always be wars. | ||
x 49 | If someone stronger than you threaten you, you should not say anything. | ||
x 50 | A man who looks aggressive is more attractive. | ||
x 51 | A woman who seems weak is more attractive. | ||
x 52 | A boy who is afraid of one of his peers is a coward. | ||
x 53 | If parents listen to their children too much, their children may become spoilt. | ||
justification of violence against minorities ξ5 |
questionnaire on attitudes toward diversity and violence [33] | x 54 | It is very difficult to pay taxes to support immigrants. |
x 55 | Immigrants increase drug use and crime | ||
x 56 | Immigrants steal jobs. | ||
x 57 | It is good to promote the expulsion of immigrants to other nations. | ||
x 58 | The expulsion of the Jews 1 helped to preserve the Italian identity. | ||
x 59 | I support violent actions against minorities. | ||
x 60 | The Jews are organized among themselves and get very powerful at the expense of others. | ||
x 61 | It may be necessary for parents to shake their children to teach them how to live. | ||
x 62 | It is difficult to solve the problems of immigrants. | ||
x 63 | Children who study other cultures may have problems of cultural identity. | ||
x 64 | It is appropriate to provide specific accommodation for immigrants, thus avoiding conflict with the rest of society. | ||
x 65 | A group that tolerates too many differences of opinion cannot last long. | ||
x 66 | Of all the religions in the world, probably only one is the true religion. | ||
x 67 | I could vote for a political party with a racist or xenophobic ideology. |
1 The interviewers did not provide additional explanations either in the questionnaire or during its administration, because this issue is central to Italian culture. Specifically, between August and December 1938 Italy adopted a series of legislative provisions that deprived Italian Jews of their civil rights and came to be known as the “Racial Laws”. The decrees of expulsion from school, linked to these laws, caused a deep laceration in the life and identity of Italian Jewish children. This terrible page in our history identifies an open wound that we attempt to heal by making all students—of all grades and levels—study it.