# Proposing a SX Model with Cultural Factors
## 4 Analysis of Cultural Aspects in the SX Dimensions
### Masculinity vs. Femininity (MAS) and Student eXperience  
According to [PERSON], the cultural dimension associated with masculinity vs. femininity (MAS) is related to the assertive or modest behavior of a subject. It should be noted that both'masculine' and 'feminine' refer to social roles commonly associated with males and females, respectively. In this way, the masculine is associated with traits commonly observed in males such as assertiveness, competitiveness, and toughness. Regarding the feminine term, it is related to traits commonly observed in females such as caretaking, relationship concerns, and living environment concerns. In this way, and in the words of [PERSON], a society \"is called masculine when emotional gender roles are clearly distinct: men are supposed to be assertive, tough, and focused on material success, whereas women are supposed to be more modest, tender, and concerned with the quality of life. A society is called feminine when emotional gender roles overlap, both men and women are supposed to be modest, tender, and concerned with the quality of life\" [29]. Individuals identified with a masculine profile tend to seek four goals in organizations: (1) increase their earnings, (2) gain recognition for doing a good job, (3 receive a promotion, and (4) have challenging work to do. The fourth goal is associated with the IDV dimension. On the other hand, individuals identified with a female profile tend to seek four goals in organizations: (5) have good relationships with their direct superiors at work, (6) achieve cooperation in the workplace, (7) live in a desirable area with their family, and (8) have the security that they will be able to work for their company for as long as they want. As with the previously mentioned cultural dimensions, masculine and feminine qualities can be observed in the context of organizations and institutions of different kinds. It should be noted that the dimension of masculinity vs. femininity is very controversial, and other cultural models have chosen to use a more politically correct approach. A review of 19 replications of [PERSON]'s initial study confirms this [44]. Despite the terminological differences between the various studies that address this dimension, it is possible to observe a strong correlation between these elements with those exposed by [PERSON] [45]. We consider it necessary to mention that gender stereotypes may be due to cultural/social norms [46]. Thus, some aspects that vary from one culture to another may be considered uncomfortable or unfair by some people. Table 4, built from the empirical analysis of the MAS elements, relates the gender and sex values with the factors that make up the SX dimensions. 4.3.1. Masculinity vs. Femininity (MAS) and Student eXperience: Social Dimension  
The cultural dimension regarding the MAS is directly related to all the factors that make up the social dimension of the SX. That is, community relationships and institutional engagement. This is mainly due to the goals sought by both parts of the MAS spectrum; the relationship with direct superiors (teachers for example) and cooperation in the classroom are easily related to the subject's predominantly feminine state. 4.3.2. Masculinity vs. Femininity (MAS) and Student eXperience: Educational Dimension  
Masculinity and femininity are mainly related to two SX dimensions: learning resources/environment and HCI educational/support services. Both, as with the social dimension, are due to the cooperation sought by people with a more feminine than masculine profile. 4.3.3. Masculinity vs. Femininity (MAS) and Student eXperience: Personal Dimension  
The MAS cultural dimension is related to all the elements of the personal dimension of the SX. This includes the Student Thoughts, Identity, and Background factor, which intrinsically includes the students' cultural and social background. The student development and outcomes, as a factor of SX, is related to masculine aspects.