Exploring ambivalent sexism in the younger generation. Associations with childhood maltreatment experiences among Italian college students

Abstract

Psychodynamic perspectives propose that early relational experiences, including childhood maltreatment, shape internal working models of self and others that can scaffold later gendered beliefs, such as hostile and benevolent forms of ambivalent sexism. Guided by this lens, the present study examined these links in a large, non-clinical sample of Italian university students. The objectives were to describe the prevalence of maltreatment, to assess gender differences in ambivalent sexism toward women and men, and to test whether specific maltreatment dimensions are associated with each sexism component; the potential moderating role of gender was explored. Participants were 966 students (72.5% women; M age = 21.4, SD = 4.15) who completed validated measures of Childhood Traumatic Experiences and Ambivalent Sexism. Using clinical cut-offs, approximately 37% of participants met criteria for at least one form of childhood maltreatment, indicating non-trivial exposure in this non-clinical cohort. Men reported higher hostile sexism toward women and higher benevolent sexism toward men; no gender difference emerged for benevolent sexism toward women. Correlational and multivariate GLM analyses indicated distinct association patterns: emotional abuse and emotional neglect tended to relate to lower benevolent sexism toward women, whereas physical abuse and physical neglect related to higher hostile sexism toward women; regarding attitudes toward men, physical abuse related to lower benevolent sexism, physical neglect to higher benevolent sexism, and emotional abuse to higher hostile sexism. Overall, the findings extend ambivalent sexism theory by specifying plausible developmental correlates and situating gendered attitudes within early relational histories, and they inform prevention in schools, universities, and community settings through psychoeducation on emotional literacy and attachment, reflective/mentalization-oriented activities, and trauma-informed referral pathways.