Battle of the sexes: Gender stereotype confirmation and reactance in negotiations.

The authors examined how gender stereotypes affect negotiation performance. Men outperformed women when the negotiation was perceived as diagnostic of ability (Experiment 1) or the negotiation was linked to gender-specific traits (Experiment 2), suggesting the threat of negative stereotype confirmation hurt women's performance relative to men. The authors hypothesized that men and women confirm gender stereotypes when they are activated implicitly, but when stereotypes are explicitly activated, people exhibit stereotype reactance, or the tendency to behave in a manner inconsistent with a stereotype. Experiment 3 confirmed this hypothesis. In Experiment 4, the authors examined the cognitive processes involved in stereotype reactance and the conditions under which cooperative behaviors between men and women can be promoted at the bargaining table (by activating a shared identity that transcends gender). (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Stereotype Threat and Performance: How Self-Stereotypes Influence Processing by Inducing Regulatory Foci.

The authors hypothesized that activated self-stereotypes can influence the strategies of task solution by inducing regulatory foci. More specifically, positive self-stereotypes should induce a promotion focus state of eagerness, whereas negative stereotypes should induce a prevention focus state of vigilance. Study 1 showed that a negative ascribed stereotype with regard to task performance leads to better recall for avoidance-related statements whereas a positive stereotype leads to better recall for approach-related statements. In Studies 2 and 3, both an experimental manipulation of group performance expectation and the preexisting stereotype of better verbal skills in women than in men led to faster and less accurate performance in the positive as compared with the negative stereotype group. Studies 4 and 5 showed that positive in-group stereotypes led to more creative performance whereas negative stereotypes led to better analytical performance. These results point to a possible mechanism for stereotype-threat effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward an understanding of risk factors for bulimia.

Explores why women in general are more prone to develop bulimia than men and which women in particular have a higher risk of becoming bulimic. Risk factors for bulimia are discussed in terms of sociocultural variables, such as the central role of beauty in the female sex-role stereotype; developmental processes; psychological variables; and biological factors, including genetic determinants of weight, the disregulation of body weight and eating through dieting, affective instability, and family variables. The sociocultural and psychological mediators that contribute to the increased risk of bulimia in this era are discussed, including a shift toward an increased emphasis on thinness, the effects of media attention on dieting and bulimia, fitness, and shifting sex roles. Results indicate that female socialization is a major contributing factor in bulimia. Although significantly fewer men than women currently show evidence of bulimia, it is hypothesized that the general pressure on men to become conscious of physical fitness and appearance, together with certain male subcultures that emphasize weight standards, will lead to an increased incidence of bulimia in men. (5? p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of person and job stereotypes on two personnel decisions.

Two studies investigated whether the effects of incumbent age on personnel decisions are different in a stereotypically older job than in a stereotypically younger job. In Exp I, 19 26–52 yr old managers were asked to make awards recommendations and overall evaluations for 18 hypothetical employees in 3 jobs that varied in age stereotype. Hypothetical employees varied in age and exhibited either a stereotypically older performance pattern or a stereotypically younger pattern of performance. Significant Job?×?Performance Pattern and Target Age?×?Pattern interactions were found in the awards exercises. In Exp II, 19 26–62 yr old managers were asked to make promotion decisions for 18 hypothetical employees in 3 jobs. Again, the Job?×?Pattern interaction was significant. Overall results suggest that when the pattern of performance is inconsistent with the age stereotype of the job, employees receive lower ratings than when behavior is consistent with the job stereotype. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Are stereotypes of nationalities applied to both women and men?

Stereotypes of women, men, and nationalities of 28 countries were examined to determine the extent to which stereotypes of nationalities are applied to women as well as to men. As expected, stereotypes of the men tended to resemble stereotypes of their nationalities more than did stereotypes of the women. Yet this greater similarity between stereotypes of men and their nationalities than between stereotypes of women and their nationalities was more pronounced to the extent that countries were unfavorably evaluated. Interpretation of these findings followed from a social structural theory of stereotype content and focused on the relative status of women and men in modern nations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The old man as woman: detecting stereotypes of aged men with a femininity scale

Male and female college students (N = 244), divided into seven experimental groups, rated women in general and men age 65 significantly higher in femininity than men at four younger ages and men in general. Ratings were made on the Broverman, et al. (1970) masculine-feminine (MF) scale. It appears that both women in general and aged men are viewed through the same "femininity" stereotype, which is largely a perception of psychological timidity. Relatively high femininity ratings for men age 55 indicate that these characteristics are believed to increase in men as a function of the aging process. Results also suggest that the students' MF ratings of "men in general" are based primarily on their perceptions of young men.     

The effect of gender stereotype activation on entrepreneurial intentions.

In this study, the impact of implicit and explicit activation of gender stereotypes on men's and women's intentions to pursue a traditionally masculine career, such as entrepreneurship, was examined. On the basis of stereotype activation theory, it was hypothesized that men and women would confirm the gender stereotype about entrepreneurship when it was presented implicitly but disconfirm it when it was presented explicitly. Hypotheses were tested by randomly assigning 469 business students to one of 6 experimental conditions and then measuring their entrepreneurial intentions. Results supported the hypothesis when entrepreneurship was associated with stereotypically masculine characteristics but not when it was associated with traditionally feminine characteristics. Men also had higher entrepreneurial intention scores compared with women when no stereotypical information about entrepreneurship was presented, suggesting that underlying societal stereotypes associating entrepreneurship with masculine characteristics may influence people's intentions. However, men and women reported similar intentions when entrepreneurship was presented as gender neutral, suggesting that widely held gender stereotypes can be nullified. Practical implications and directions for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Person theories and attention allocation: Preferences for stereotypic versus counterstereotypic information.

How do people respond to information that counters a stereotype? Do they approach it or avoid it? Four experiments showed that attention to stereotype-consistent vs. -inconsistent information depends on people's implicit theories about human traits. Those holding an entity theory (the belief that traits are fixed) consistently displayed greater attention to (Experiments 1 and 4) and recognition of (Experiments 2 and 3) consistent information, whereas those holding an incremental (dynamic) theory tended to display greater attention to (Experiment 1) and recognition of (Experiment 3) inconsistent information. This was true whether implicit theories were measured as chronic structures (Experiments 1, 2, and 4) or were experimentally manipulated (Experiment 3). Thus, different a priori assumptions about human traits and behavior lead to processing that supports versus limits stereotype maintenance. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Facial Appearance, Gender, and Emotion Expression.

Western gender stereotypes describe women as affiliative and more likely to show happiness and men as dominant and more likely to show anger. The authors assessed the hypothesis that the gender-stereotypic effects on perceptions of anger and happiness are partially mediated by facial appearance markers of dominance and affiliation by equating men's and women's faces for these cues. In 2 studies, women were rated as more angry and men as more happy-a reversal of the stereotype. Ratings of sadness, however, were not systematically affected. It is posited that markers of affiliation and dominance, themselves confounded with gender, interact with the expressive cues for anger and happiness to produce emotional perceptions that have been viewed as simple gender stereotypes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reactions to ethnic deviance: The role of backlash in racial stereotype maintenance.

Backlash effects are social and economic penalties for counterstereotypical behavior (Rudman & Phelan, 2008). Five experiments support a model of the role of backlash in racial stereotype maintenance from the standpoint of perceivers and actors (Rudman & Fairchild, 2004). In Experiment 1, perceivers sabotaged Asians and Whites for succeeding in counterstereotypical domains, thereby preventing their future success. In Experiment 2, a White rapper suffered prejudice and economic discrimination, relative to a Black rapper, and prejudice mediated discrimination. Further, actors threatened by backlash for achievement in cross-racial domains responded to success in ways that bolster ethnic stereotypes. For example, Black men and women who feared backlash for academic skill (Experiment 3), and non-Black (Experiment 4) and non-White (Experiment 5) men who experienced backlash for cross-racial achievement, resorted to defensive strategies that preserve racial stereotypes (e.g., refusing to publicize and pursue counterstereotypical talents). Implications for cultural stereotype maintenance are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does a structured free recall intervention reduce the effect of stereotypes on performance ratings and by what cognitive mechanism?

The purpose of this article was to extend previous work on the effect of racial biases on performance ratings. The 1st of 2 studies examined whether a structured free recall intervention decreased the influence of negative racial biases on the performance ratings of Black men. Results indicated that without the intervention, raters who endorsed a negative stereotype of Black men as managers evaluated Black men more negatively. However, the structured free recall intervention successfully reduced these effects. The second study examined in more detail the cognitive mechanisms underlying the success of the intervention. Results are consistent with the assumption that the reduction of the influence of racial biases under structured free recall conditions is a consequence of a modified strength threshold for retrieval of behaviors from memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Girls' math performance under stereotype threat: The moderating role of mothers' gender stereotypes.

Previous research on stereotype threat in children suggests that making gender identity salient disrupts girls' math performance at as early as 5 to 7 years of age. The present study (n = 124) tested the hypothesis that parents' endorsement of gender stereotypes about math moderates girls' susceptibility to stereotype threat. Results confirmed that stereotype threat impaired girls' performance on math tasks among students from kindergarten through 2nd grade. Moreover, mothers' but not fathers' endorsement of gender stereotypes about math moderated girls' vulnerability to stereotype threat: Performance of girls whose mothers strongly rejected the gender stereotype about math did not decrease under stereotype threat. These findings are important because they point to the role of mothers' beliefs in the development of girls' vulnerability to the negative effects of gender stereotypes about math. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Gender stereotypes during adolescence: Developmental changes and the transition to junior high school.

Although much evidence suggests that gender stereotyping becomes less flexible during adolescence, results of the present study indicate that gender stereotypes may actually become more flexible at some point during certain adolescent school transitions. The authors measured the flexibility of gender stereotypes in adolescents in Grades 4 through 11, using a combined cross-sectional and longitudinal design. Results indicated that flexibility increased for stereotypes concerning the psychological attributes of men and women after the transition into junior high school, regardless of whether this transition occurred during the 7th or 8th grade. Over the remaining years of junior high and high school, stereotype flexibility decreased. These results help resolve previous inconsistencies found in the literature by suggesting when and why changes in gender stereotype flexibility versus rigidity occur during adolescence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stereotypic views of medical educators toward students with a history of psychological counseling.

Research has demonstrated that attitudes toward persons who seek psychological counseling are complex. Both favorable and unfavorable characteristics have been attributed to such individuals. However, generalizability of findings to real world circumstances is limited because conclusions have typically been based on studies using college undergraduates in the role of decision makers. The purpose of our study was to determine the extent to which a history of psychological counseling influenced actual decision makers' perceptions of applicants seeking admission to graduate medical training programs. Five hundred twenty-three training directors in six medical specialties (pediatrics, internal medicine, family medicine, psychiatry, obstetrics and gynecology, and surgery) rated a hypothetical male or female applicant's personal characteristics and indicated whether they would invite the applicant for an interview and accept him or her into the training program. A 2?×?2?×?6 (gender, counseling history, medical specialty) multivariate analysis of variance on 19 dependent variables indicated that residency directors formed a negative stereotype toward applicants with a history of psychological counseling. Subsequent stepwise multiple regression analyses indicated that this stereotype mediated the directors' personnel decisions. Implications of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preconscious control of stereotype activation through chronic egalitarian goals.

This research shows stereotype activation is controlled by chronic egalitarian goals. In the first 2 studies it was found that the stereotype of women is equally available to individuals with and without chronic goals, and the discriminant validity of the concept of egalitarian goals was established. In the next 2 experiments, differences in stereotype activation as a function of this individual difference were found. In Study 3, participants read attributes following stereotypical primes. Facilitated response times to stereotypical attributes were found for nonchronics but not for chronics. This lack of facilitation occurred at stimulus onset asynchronies (SOAs) where effortful correction processes could not operate, demonstrating preconscious control of stereotype activation due to chronic goals. In Study 4, inhibition of the stereotype was found at an SOA where effortful processes of stereotype suppression could not operate. The data reveal that goals are activated and used preconsciously to prevent stereotype activation, demonstrating both the controllability of stereotype activation and the implicit role of goals in cognitive control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stereotype Threat Might Explain the Black-White Test-Score Difference.

Comments on an article by Paul Sackett, Chaitra Hardison and Michael Cullen entitled On Interpreting Stereotype Threat as Accounting for African American-White Differences on Cognitive Tests (see record 2004-10043-001). In their correction of the ostensibly widespread misinterpretation of Steele and Aronson's (see record 2000-16592-021) seminal study of the effects of stereotype threat on intellectual test scores, Sackett, Hardison, and Cullen expressed dismay and puzzlement that so many erudite people consistently have gone so far astray in their understanding of this matter. The gist of Sackett et al.'s correction was that interpreters of Steele and Aronson's results have ignored the researchers' statistical adjustment of their dependent measure for SAT scores and, consequently, have wrongly concluded that racial-group (i.e., Black-White) differences in test scores disappear when stereotype threat is removed. In their justification for this much needed clarification, Sackett et al. (2004) implied that the interpretation that stereotype threat explains the Black-White test score disparity is not plausible. Yet whether or not the construct of stereotype threat generally can account for the Black-White test-score disparity was not the question that was directly addressed by either Steele and Aronson's (1995) original study or Sackett et al.'s (2004) critique of it. It appears that Sackett et al. (2004), as well as the many people responsible for the allegedly faulty interpretation, essentially want an answer to the question, What causes or explains racial-group difference(s) in Black-White test scores? This question logically flows from (a) reviews demonstrating the chronic resistance of these differences to psychoeducational interventions, (b) general recognition that racial-group membership cannot cause behavior (e.g., differences in test scores), as well as (c) acknowledgment that use of test scores for high-stakes decision making under prevailing circumstances amounts to "racial profiling" condoned by society and the law. Therefore, if stereotype threat or analogous race or culture-related psychological constructs could be shown to account for the Black-White testscore disparity, then society would be relieved of the burden of unfair testing practices, and Sackett et al. would be relieved of the burden of "heading off future interpretive errors" (p. 11) regarding Steele and Aronson's results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stereotype threat and the intellectual test performance of African Americans.

Stereotype threat is being at risk of confirming, as self-characteristic, a negative stereotype about one's group. Studies 1 and 2 varied the stereotype vulnerability of Black participants taking a difficult verbal test by varying whether or not their performance was ostensibly diagnostic of ability, and thus, whether or not they were at risk of fulfilling the racial stereotype about their intellectual ability. Reflecting the pressure of this vulnerability, Blacks underperformed in relation to Whites in the ability-diagnostic condition but not in the nondiagnostic condition (with Scholastic Aptitude Tests controlled). Study 3 validated that ability-diagnosticity cognitively activated the racial stereotype in these participants and motivated them not to conform to it, or to be judged by it. Study 4 showed that mere salience of the stereotype could impair Blacks' performance even when the test was not ability diagnostic. The role of stereotype vulnerability in the standardized test performance of ability-stigmatized groups is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)