Androgyny and pedagogy: An analysis of interpersonal communication textbooks, 1975–79

Twenty‐two interpersonal textbooks, published since 1975, were analyzed in an effort to determine if and how gender identity is being presented in the area of interpersonal communication. An overview of “traditional” and “androgynous” approaches to sex‐role development and an examination of symbols used to describe the roles were provided to document the validity of the word and theme content analysis measures employed. The analysis showed interpersonal texts favoring androgyny, with preference given to the masculine, mediated by femininity, in terms of power, problem‐solving, and self‐esteem. In terms of emotions and relationships, femininity is prescribed, mediated by masculinity.