Browsing by Author "Stockdale, Peggy S."

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    Gender stereotypes and selection disparity: an investigation of the theories which explain gender disparity
    (2015-07-07) Spice, Laura M.; Ashburn-Nardo, Leslie; Williams, Jane R.; Stockdale, Peggy S.
    While gender equality in the workplace is slowly improving, discrimination still exists. Past research has shown that women are underrepresented in both high status jobs, as well as stereotypically masculine careers. Two theories which explain gender discrimination –Lack of Fit Theory and Status Incongruence Hypothesis—have been widely supported but are rarely researched simultaneously. In this study participants rated hypothetical male and female job candidates applying to a hypothetical job that was either high status or low status, and in masculine domain or a feminine domain. Neither Lack of Fit nor Status Incongruence Hypothesis were fully supported. However, participants rated candidates applying for jobs in the feminine domain as less competent, hireable, and likeable. Participants also found high status candidates less hireable than low status candidates. These results suggest that within this study gender discrimination was more specific than robust, meaning research design should allow for detection of such nuanced discrimination.
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    I Like What I See: Exploring the Role of Media Format on Benefits of Allyship Among Black Women
    (2019-08) Rhodes, Virginia L.; Pietri, Evava S.; Ashburn-Nardo, Leslie; Stockdale, Peggy S.
    Science, technology, engineering, and math (STEM) researchers and organizations recognize that a large gender and racial disparity exists in these fields. However, individuals with intersectional identities (i.e., Black women) have unique experiences of bias that preclude them from entering STEM careers and feeling a sense of belonging. As such, featuring an employee that demonstrates allyship for Black women on an organization’s website can be a useful identity-safe cue to signal that a Black woman’s identity will be valued and promote the recruitment of Black women in STEM organizations. Yet, research indicates that Black women who are high in stigma consciousness (i.e., sensitive to potential discrimination based on their identity) do not trust or believe a White woman ally presented in a written profile cares about helping Black women. The current study found that presenting an ally in a video profile mitigated these negative effects of stigma consciousness, and increased Black women’s anticipated belonging and trust in a fictional STEM organization via higher perceptions of allyship. Theoretical implications for research, practical implications for organizations, and future research avenues to explore are discussed