Browsing by Subject "Stereotypes"

Now showing 1 - 5 of 5
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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.
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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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    Meta-Analytic Use of Balanced Identity Theory to Validate the Implicit Association Test
    (Sage, 2021) Cvencek, Dario; Meltzoff, Andrew N.; Maddox, Craig D.; Nosek, Brian A.; Rudman, Laurie A.; Devos, Thierry; Dunham, Yarrow; Baron, Andrew S.; Steffens, Melanie C.; Lane, Kristin; Horcajo, Javier; Ashburn-Nardo, Leslie; Quinby, Amanda; Srivastava, Sameer B.; Schmidt, Kathleen; Aidman, Eugene; Tang, Emilie; Farnham, Shelly; Mellott, Deborah S.; Banaji, Mahzarin R.; Greenwald, Anthony G.; Psychology, School of Science
    This meta-analysis evaluated theoretical predictions from balanced identity theory (BIT) and evaluated the validity of zero points of Implicit Association Test (IAT) and self-report measures used to test these predictions. Twenty-one researchers contributed individual subject data from 36 experiments (total N = 12,773) that used both explicit and implicit measures of the social-cognitive constructs. The meta-analysis confirmed predictions of BIT's balance-congruity principle and simultaneously validated interpretation of the IAT's zero point as indicating absence of preference between two attitude objects. Statistical power afforded by the sample size enabled the first confirmations of balance-congruity predictions with self-report measures. Beyond these empirical results, the meta-analysis introduced a within-study statistical test of the balance-congruity principle, finding that it had greater efficiency than the previous best method. The meta-analysis's full data set has been publicly archived to enable further studies of interrelations among attitudes, stereotypes, and identities.
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    Stereotypes lead to bad business decisions about workers
    (Indianapolis Business Journal, 2018-08-17) Malatestinic, Elizabeth L.
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    Student Success through Leadership Self-Efficacy: A Comparison of International and Domestic Students
    (Journal of International Students, 2016) Nguyễn, David Hòa Khoa; School of Education
    There is scarce research that examines the leadership experiences of international students on campus. Leadership capacity and efficacy are important indicators of success in higher education and are linked to important academic, career, and life benefits, such as career and leadership aspirations, work performance, the ability to cope and overcome stereotypes, and the adaptation to and persistence in the face of challenging situations. This quantitative study focuses on international students' confidence in their leadership abilities while studying in a foreign country and system in comparison with their domestic student peers. Findings suggest that college campuses and higher education professionals need to do a better job at engaging their international students in leadership opportunities while being culturally relevant.