IU Indianapolis ScholarWorks :: Browsing by Author "Pietri, Evava"

Browsing by Author "Pietri, Evava"

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Can Women Faculty Say No? The Gendered Expectation of Mentorship
(2021-11) Hall, Deidre Yvonne; Ashburn-Nardo, Leslie; Pietri, Evava; Williams, Jane
Women in academia tend to take on the caretaker role in their departments by fulfilling most of the less promotable service work like mentoring. The perceived fit between this service and the communal stereotype of women creates expectations that women should take on these roles, which can lead to backlash if women violate these expectations. This study investigates gendered expectations in academia by evaluating whether women faculty experience more backlash for declining a student’s mentorship request than their male counterparts. Participants read a profile of a faculty member (male or female) and an email exchange between that faculty member and a student requesting mentorship. The faculty member either declined or accepted the request and participants rated the faculty member on interpersonal measures. Results indicated that men and women faculty were both rated more negatively by students when they declined the request, suggesting that women can say no to mentoring without the burden of gendered backlash. Given that some predicted effects approached significance, it is important to understand other factors that may impact perceptions, including whether the reason for declining, field of study (i.e., STEM), and the gender of student may impact the extent of backlash. This work furthers our understanding of whether women faculty can say no to service and focus on more promotable tasks without hurting their reputations.
Concurrent Substance Use and Related Problems among African American Adolescents: A Daily Diary Study
(2020-08) Banks, Devin Elizabeth; Zapolski, Tamika C. B.; Cyders, Melissa; Hensel, Devon; Pietri, Evava
African American adolescents have historically been considered at low risk for substance use relative to the White adolescent majority based on national prevalence estimates. However, during the last decade, African American adolescents’ rates of marijuana use—alone and in combination with other substances—have increased disproportionately relative to those of their White peers. Given the strong relationship between marijuana use and other substance use and the functional consequences associated with concurrent substance use during adolescence, the increase in marijuana use among African American youth may contribute to increased substance-related health disparities across the lifespan. Thus, the current study examined daily associations between marijuana use and other substance use among African American adolescents relative to their White peers. It also examined whether those associations differentially predicted behavioral health consequences among African American adolescents. Participants (N = 35; 42.9% African American) were adolescents age 14-18 who reported past 30-day use of marijuana, alcohol, and/or tobacco products. Respondents completed daily diaries reporting their substance use for 14 consecutive days, followed by self-report measures of internalizing symptoms, externalizing symptoms, and substance use problems. Multilevel regression and structural equation models were used to account for the nesting of days within individuals. Participants completed 458 diaries for a completion rate of 93.5%. African American respondents reported greater daily- and individual-level rates of marijuana use and concurrent substance use than White respondents. However, in multilevel models controlling for demographics, marijuana use was not related to concurrent use of alcohol and/or tobacco use and this relationship did not vary by race. Racial differences in the relationship between concurrent substance use and behavioral health consequences were observed such that the relationship was positive among White youth but not African American youth. Findings suggest that African American youth are at high risk for engagement in problematic patterns of substance use but that daily diary methods may not be most appropriate for illuminating these patterns. Despite these unexpected results, disparities in substance-related consequences among African Americans adults persist. Future research should examine long-term rather than proximal consequences of concurrent substance use among African American adolescents.
Diminishing the Threat: Reducing Intergroup Anxiety and Prejudice in Individuals Low in Openness to Experience
(2019-05) Burrows, Dominique; Ashburn-Nardo, Leslie; Pietri, Evava; Lindsey, Alex
As the world continues to diversify and we begin to move towards a majority-minority America, it becomes ever critical for organizations to utilize diversity training effectively to create a more equitable work environment. This is especially true when considering the growth of Latino immigrants in the work force and how majority group members may view this as a threat to their group dominance, resulting in experiences of discrimination and prejudice towards minorities. However, research regarding the best methods to utilize to reduce prejudice against specific targeted groups has been inconclusive, and little work has been done to investigate personality characteristics as potential boundary conditions of diversity training effectiveness. Thus, the goal of this study is to investigate the effectiveness of two diversity training methods, perspective taking and imagined contact, specifically for trainees low in Openness to Experience who may be especially resistant to training. To test this over two time points (two weeks apart), we recruited White participants ( N= 471) via Amazon’s Mechanical Turk, highlighted the demographic changes occurring in the modern workforce, randomly assigned them to either the perspective taking, imagined contact, or control condition, and then measured their Openness to Experience, intergroup anxiety, prejudiced attitudes and behavioral intentions towards Latino immigrants. Results revealed no significant interactions with Openness to Experience, thus resulting in its omission from the final model. Results also did not provide evidence for the training methods having a significant direct effect on the reduction of prejudice and the increase in behavioral intentions towards Latino immigrants. However, there was support found for intergroup anxiety such that it mediated the relationship between the diversity training methods and prejudiced attitudes and behavioral intentions. Exploratory analyses also revealed imagined contact to be more effective at reducing prejudice and increasing positive behavioral intentions via a reduction in intergroup anxiety compared to the perspective taking condition. Implications, future research, and limitations are discussed.
The Effect of Resume Whitening on African Americans Ingroup Members' Perceived Likability, Hireability, Future Encounters, and Emotional Reactions: The Role of Perceived Racial Identity
(2021-03) Abdul Karim, Muhammad Fazuan; Ashburn-Nardo, Leslie; Pietri, Evava; Williams, Jane
Members of stigmatized racial groups who realize that they might face employment discrimination may engage in résumé whitening, whereby they downplay the role of their group identity in their résumés. Although it has been documented that this approach helps members of stigmatized groups, such as Black American and Asian American individuals, move forward in their pursuit of employment (Kang, DeCelles, Tilcsik, & Jun, 2016), little is known about how their ingroup members would perceive this behavior. The current study explores the potential backlash coming from their own ingroup members when Black targets engage in résumé whitening.
Giving Virtuous People the License to Harass: The Role of Responsibility-Focused Power Embodiment and Moral Licensing on Sexual Harassment Perceptions
(2021-05) Mikalouski, Laurel; Stockdale, Margaret S.; Andel, Stephanie; Pietri, Evava
When the #MeToo movement hit its height, many of the powerful figures who were accused of harassment were people who had been previously seen as virtuous (Stockdale, Bell, Crosby, & Berdahl, 2019). The present study investigated how embodied power influenced sexual harassment (SH) judgments by manipulating the initiator to embody responsibility-focused, or self-focused power (compared to a control), and whether moral licensing, operationalized through moral crediting and moral credentialing, would mediate relations between power embodiment and SH judgments. Participants were 376 adults (42% female) residing in the U.S. who were recruited through Mturk. Moral crediting was significantly higher for perpetrators described as embodying responsibility-focused power, compared to a control condition (no power cues), which in turn was higher than perpetrators described as embodying self-focused power. Moral crediting was positively related to false accusations, SH severity (opposite of predictions), and severity of punishment. Additionally, there were gender differences in moral crediting such that the effects of power-embodiment on moral crediting were stronger for women than for men, though both were significant. Taken together, the findings of this study indicate that some initiators evade censure as their actions are seen as less severe when others believe them to have embodies responsibility-focused power. This should serve as an indication that SH is not always done by “bad actors”, but by those who appear to be virtuous. These findings should inform future SH policies, research, and training.
Interaction of social support and core self-evaluations on work-family conflict and burnout
(2017-05) O'Mera, Bridget K.; Stockdale, Margaret S.; Pietri, Evava; Salyers, Michelle
Previous research has established that supportive work and family environments are critical in helping employees manage stressors that lead to work-family conflict. However, little is known about alternate ways that work-family conflict can be reduced in situations where support is insufficient. Drawing on Conservation of Resources theory, this study examines whether individual differences in personality, specifically core self-evaluations (CSE), can relieve work-family conflict when external sources of support (i.e., family-supportive organizational perceptions (FSOP), supervisor support, family support) are low. Results from 453 men and women in various industries and organizations suggest that FSOP and supervisor support reduce work-to-family conflict (WFC), and that family support reduces family-to-work conflict (FWC). In addition, work-family conflict mediated the negative relationships between social support and employee burnout. Contrary to predictions, however, instead of compensating for low FSOP, WFC was reduced especially for individuals, particularly men, who had both strong FSOP and high CSE. This implies that men who hold more positive views toward their self-worth and competence stand to gain more from family-supportive work environments than individuals who lack the same internal resources. CSE did not have this boosting influence for women. CSE also moderated the indirect relationship between FSOP and burnout through WFC, meaning that individuals with high CSE who also perceived their organization as family-supportive experienced significantly less burnout than those with low CSE.
Meaning-Making Processes Across the Lifespan: An Investigation of Metacognitive Capacity and Autobiographical Reasoning
(2020-08) Davis, Beshaun J.; Minor, Kyle S.; Salyers, Michelle P.; Lysaker, Paul; Pietri, Evava
Deficits in metacognitive capacity (i.e., the ability to integrate knowledge of oneself and others into a cohesive whole) have been shown to lead to poor functional outcome in psychosis. However, there is a gap in the literature concerning the role of metacognition in typically developing populations, which makes it difficult to define what level of metacognition is normative. Evidence from other models of self-experience such as autobiographical reasoning indicate that self-reflection increases across the lifespan, suggesting that the same may be true for metacognitive capacity. Thus, the current study expands knowledge of the self-concept by establishing a connection between metacognitive capacity and autobiographical reasoning and exploring the developmental course of metacognition in healthy populations. To that end, the following aims were evaluated: 1) Determining the developmental trajectory of metacognitive capacity; 2) Elucidating the relationship between metacognitive capacity and autobiographical reasoning; and 3) Exploring the potential moderating effect of autobiographical reasoning on the proposed relationship between age and metacognitive capacity. Our findings suggest that overall metacognitive capacity is consistent across the lifespan; however, awareness of the experiences of others increases with age. We also found that metacognitive capacity and autobiographical reasoning are separate constructs, with only a trend level negative association between autobiographical reasoning and decentration. This novel study elucidates the role of aging on metacognition and suggests that self-reflectivity is generally intact in the absence of severe psychopathology.
Prototypicality and Ingroup Perceptions: The Role of Identity Denial
(2021-12) Trujillo, Leidy D.; Ashburn-Nardo, Leslie; Stockdale, Margaret; Pietri, Evava
Hispanics are the fastest-growing minority group within the United States, and the present work studies the existence of intragroup biases within this community due to violations of prototypicality and the existence of colorism. The present work also explores identity denial as a possible mediator of the relationship between target prototypicality and negative social consequences. Especially, when presented with lighter-skin or darker-skin targets, Hispanic/Latinx individuals are more likely to see them as less likable, and less warm when compared to a prototypical target. There was no evidence to support that identity denial mediated this relationship. Additionally, this research extends previous literature on the content of stereotypes faced by individuals of differing skin colors and finds conflicting results using an intragroup sample. Unexpected results suggest prototypicality may trump phenotypic variations within this unique population.
The role of identity in understanding prejudice within the LGBTQ+ community
(2021-10) Muller, Linda; Ashburn-Nardo, Leslie; Pietri, Evava; Andel, Stephanie
This study explored lesbian, gay, and bisexual (LGB) individuals’ strength of identification with their subgroup (lesbian/gay or bisexual) and superordinate group (LGBTQ+) and whether the discrepancy between these identity dimensions relates to binegativity (the stigmatization of bisexuality). Our hypothesis that there would be a significant main effect of self-categorization level (superordinate vs. subgroup) on identity centrality was not supported. Our hypothesis that the difference between strength of subgroup and superordinate group identity centrality would be related to expressed binegativity among LG participants was partially supported. There was a significant negative correlation suggesting that as participants felt that their subgroup was relatively more important than the superordinate group, the less they acknowledged the existence of prejudice against bisexuals. Additionally, bisexuality threat, stigma-based solidarity, linked fate, and ingroup representations were significantly correlated with binegativity. Our results provide a first foundational step in a series of studies that will investigate the causes of binegativity among LG people and potential interventions.
The Use of Personal Testimonials to Enhance Gender Bias Literacy in STEM
(2020-08) Jewell, Devin Elise; Pietri, Evava; Ashburn-Nardo, Leslie; Stockdale, Peggy
Previous research has provided promising evidence for the effectiveness of video interventions to raise awareness of the gender bias that exists in science, technology, engineering, and math (STEM) fields. However, creating these beneficial video interventions can be costly and its possible that the success of these interventions may be hindered if a certain amount of resources are not invested into their creation (e.g., into high quality actors). Therefore, the current study expands on this research by investigating the use of personal testimonials of women’s experiences with gender bias in STEM as gender bias interventions. More specifically, I examined whether certain characteristics (e.g., genuineness) of the testimonial’s communicator would influence the relevant gender bias outcome (e.g., awareness of bias and sexism). I predicted that watching a woman genuinely talking about her experiences with bias, relative to a scripted re-telling of this story, would lead to better perceptions of the woman (e.g., more positive perceptions and perceptions of genuineness), greater feelings of empathy and connection with the woman, as well as less greater awareness of gender bias and less sexism from participants. To test this possibility, participants in the study were randomly assigned to interact with one of four story formats, a genuine telling of the woman’s experiences with bias, a scripted re-telling of these experiences, a written version of the story, or a unrelated control video. After interacting with the story participants then completed measures related to perceptions of the woman and gender bias. The findings of the study were limited, possibly due to a lack of power, but were encouraging as they were in the expected direction. The implications of the findings as well as future research ideas to expand and improve on these findings are discussed.

Browsing by Author "Pietri, Evava"

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