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What did the sex-role stereotype study find?

What did the sex-role stereotype study find?. Traits ascribed to males Traits ascribed to leaders Traits ascribed to females. Highly related. *** These ratings were similar across male and female raters. What are the implications of these findings?.

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What did the sex-role stereotype study find?

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  1. What did the sex-role stereotype study find? Traits ascribed to males Traits ascribed to leaders Traits ascribed to females Highly related *** These ratings were similar across male and female raters What are the implications of these findings? • Presence of females in leadership positions (e.g., industry, • education, government) • Mentoring opportunities

  2. The Role of Femininity and Leadership Gender Female Male Regular Fast Regular Fast Unattractive Lower scores Attractive Rated on various factors (e.g., ability, integrity, likeability) • Key is perception of levels of femininity. If highly feminine, not seen as very capable.

  3. Women in the U.S. Senate 2012 (N = 16 out of 100) Barbara Mikulski Claire McCaskill Diane Feinstein Barbara Boxer Kay Bailey Hutchinson Olympia Snowe Mary Landrieu Susan Collins Jeanne Shaheen Maria Cantwell Kay Hagan Kirsten Gillibrand Patty Murray Debbie Stabenow Lisa Murkowski Amy Klobuchar

  4. Female Representation in Business • 12 Fortune 500 companies are run by women (2011) • Source: http://money.cnn.com/magazines/fortune/fortune500/2011/womenceos/ Female Representation in Academics • In 2007, 23% of university presidents are female, more than double the 9.5% in 1986, but only 2% more than 2001 • Women hold 24% of full professorships in the United States

  5. Female Representation in Politics

  6. Current Female Heads of State Worldwide Source: http://www.filibustercartoons.com/charts_rest_female-leaders.php

  7. Female Heads of State Source: http://articles.businessinsider.com/2012-03-01/news/31112559_1_female-president-female-head-female-political-leaders

  8. Constitution of the Iroquois Nations: The Great Binding Law 31. If a Lord of the Confederacy should become seriously ill and be thought near death, the women who are heirs of histitleshall go to his house and lift his crown of deer antlers, the emblem of his Lordship, and place them at one side. If the Creator spares him and he rises from his bed of sickness he may rise with the antlers on his brow. 44. The lineal descent of the people of the Five Nations shall run in the female line. Women shall be considered the progenitors of the Nation. They shall own the land and the soil. Men and women shall follow the status of the mother. 45. The women heirs of the Confederated Lordship titles shall be called Royaneh (Noble) for all time to come. 46. The women of the Forty Eight (now fifty) Royaneh families shall be the heirs of the Authorized Names for all time to come. 47. If the female heirs of a Confederate Lord's title become extinct, the title right shall be given by the Lords of the Confederacy to the sister family whom they shall elect and that family shall hold the name and transmit it to their (female) heirs, but they shall not appoint any of their sons as a candidate for a title until all the eligible men of the former family shall have died or otherwise have become ineligible. 90. When the Five Nations' Council declares war any Lord of the Confederacy may enlist with the warriors by temporarily renouncing his sacred Lordship title which he holdsthrough the election of his women relatives. The title then reverts to them and they may bestow it upon another temporarily until the war is over when the Lord, if living, may resume his title and seat in the Council. 94. The men of every clan of the Five Nations shall have a Council Fire ever burning in readiness for a council of the clan. When it seems necessary for a council to be held to discuss the welfare of the clans, then the men may gather about the fire. This council shall have the same rights as the council of the women.

  9. What is Stereotype Threat? Stereotype threat: The risk of confirming, as self-characteristic, a negative stereotype about one's group. • Impaired focus, • attention • Attend to task • irrelevant cues • Expectations • for poor • performance • Self-conscious • Less effort Belief of being judged according to stereotype Stereotyping (labeling) and awareness Anxiety, Frustration Low task performance

  10. High school completion rate (Class of 2008): Asian-Americans: 83% Whites: 78% Latinos: 58% African-Americans: 57% Native Americans: 54% Source: Education Week (2011). http://www.edweek.org/media/diplomascount2011_pressrelease.pdf

  11. Hispanic males = 41%; White males = 54.5; Asian-Americans = 60.6% Retrieved from: http://americaswire.org/drupal7/?q=content/black-males-missing-college-campuses

  12. Procedure and results of studies 1 and 2? Diagnostic: Test measured reading and verbal reasoning abilities Non-diagnostic: Test used to familiarize them for problems that may appear on tests in the future Actual results generally consistent with perceived performance SAT scores were controlled for. Black participants also had a greater number of unanswered questions, especially those in the diagnostic condition No effect of state anxiety

  13. Study 3 Purpose? • Addition of: • Stereotype Activation (word fragmentation task) • Self-doubt • Stereotype avoidance Stereotype Activation --- Self Doubt Activation LO (LOSER); DU (DUMB); SHA (SHAME); E R I O R (INFERIOR); F L (FLUNK); _A R D (HARD); W K (WEAK).

  14. Results of Study 3? Effect of diagnostic condition on Black participants? • Black participants: • Had more race-related completions of (versus Whites in the diagnostic condition and Blacks in the non-diagnostic condition) • Generated the most self-doubt-related completions (versus Black participants in the non-diagnostic condition) • Were most avoidant of conforming to stereotypic images of African Americans (M = 20.80), versus Black participants in the nondiagnostic condition (M= 29.80). Stereotype relevant items included ones such as 1) Basket (Sports), 2) Rap (Music), & aggressive, lazy (Traits) --- generated as such if generated 65% of Whites! • Were reluctant to indicate their race (25%) versus 100% of the participants in each of the other conditions

  15. Results of Study 3 (cont.)

  16. Study 4 Purpose and Findings? Effects of race prime condition (indicate one’s race on the questionnaire)? • Blacks performed worse than virtually all of the other groups. (in the no-race-prime condition their performance equaled that of Whites) • Blacks completed fewer items than Whites • Black participants made fewer guesses and felt more stereotype threat than Whites (e.g., “Some people feel I have less verbal ability because of my race.”

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