The symbolic/value-expressive function of outgroup attitudes among homosexuals.

The claim that attitudes toward an outgroup symbolically represent beliefs that the outgroup violates important values was examined through the investigation of the intergroup versus intragroup nature of the relations between a sample of feminist lesbians (primarily involved in the women's movement), gay movement lesbians (primarily involved in the gay movement), and gay men. Consistent with the intergroup relations documented between some feminist women and men, feminist lesbians (compared with gay movement lesbians) had less favorable attitudes toward gay men, associated with fewer gay men, perceived less common fate with gay men, wished to cooperate less with gay men, and perceived less value similarity with gay men. These and other findings suggested that feminist lesbians shared an intergroup relationship with gay men, whereas gay movement lesbians and gay men shared an intragroup relationship. Consistent with the notion that intergroup attitudes symbolically represent beliefs that an outgroup violates important values, feminist lesbians' attitudes toward gay men were explained by their perceptions that gay men placed less importance on values they themselves regarded as important. The implications of these findings for understanding the nature of symbolic attitudes and subsequent research are discussed.     

Intimates as agents of social support: sources of consolation or despair?

We proposed that people's intimates may insulate them against self-discrepant feedback. Individuals who possessed low or high self-esteem (targets) reported to the laboratory accompanied by persons with whom they were involved in intimate relationships (intimates). Some intimates perceived targets in a manner that was congruent with targets' self-conceptions; others perceived targets in a manner that was incongruent with targets' self-conceptions. Targets received bogus feedback that was discrepant with their self-esteem and interacted with either their intimate or a stranger. Targets then completed a measure of self-esteem. As expected, targets changed their self-ratings in the direction of the discrepant feedback when they interacted with either an incongruent intimate or a stranger but not when they interacted with a congruent intimate. Moreover, congruent intimates were just as effective in insulating low self-esteem targets against positive feedback as they were in insulating high self-esteem individuals against negative feedback. Finally, the more targets discussed the feedback, the less self-rating change they experienced. Implications for social support processes and attempts to cope with traumatic events are discussed.     

Gender/Body/Machine

This article considers the question of embodiment in relation to gender and whether there are models of artificial intelligence (AI) which can enrol a concept of gender in their design. A central concern for feminist epistemology is the role of the body in the making of knowledge. I consider how this may inform a critique of the AI project and the related area of artificial life (A–Life), the latter area being of most interest in this paper. I explore briefly the tensions between the treatment of the body in different branches of feminist theory, especially the tensions between the approaches of feminist sociology and feminist philosophy. I explore the ways in which writing from category theory and anthropological phenomenology offers rich suggestions as to how the body has been left out of objectivist accounts of epistemology, but struggles to offer an account of why . In its analysis of the links between women, knowledge and the body, feminist revisions of epistemology offer a more convincing why . This is explored briefly through a critique of symbolic AI, and more substantially through the problem of embodiment in artificial life.     

Remembering and telling self-consistent and self-discrepant memories

It has been argued that memories that are inconsistent with one's self would differ from those that are consistent with the self. The present study addresses retrieval, phenomenology, rehearsal and narrative characteristics of autobiographical memories that are consistent versus discrepant with one's self. One hundred participants were asked to recall one self-consistent and one self-discrepant memory as well as an episode of telling these memories to others. They also filled out the Autobiographical Memory Questionnaire and the Centrality of Event Scale for each memory. Results showed no difference between self-consistent and self-discrepant memories in retrieval time, specificity or phenomenology. However, self-discrepant memory narratives contained more meaning-making statements and less autonomy than self-consistent memories. Compared to self-consistent memories, self-discrepant memories were told to fewer people, and listener responses were more negative when they were told. Results are discussed in relation to the functions these memories serve.     

Cultural differences in self-verification: The role of naïve dialecticism

This research presents the first evidence of cultural differences in self-verification and the role of naïve dialecticism in mediating these differences. Chinese, Asian-American, and non-Asian American students completed a series of personality tests, and were presented with bogus feedback that was either self-consistent or self-discrepant, and either positive or negative. Whereas non-Asians self-verified (i.e., tended to exhibit resistance), mainland Chinese and Asian-American participants tended to adjust their self-views when they received (either positive or negative) feedback that contradicted their prevailing self-conceptions. Mediated moderation analyses showed that naïve dialecticism, mediated cultural differences in self-verification.     

The importance of ethnicity in the development of identity of black adolescents

Ego-identity status was examined in 20 male and 20 female black junior and senior high school students. Ego-identity was assessed by a semistructured interview measuring questioning and commitment in the traditional areas of occupation, ideology (religion and politics), sexual-interpersonal attitudes and behavior, and the newly added area of ethnicity. The greatest questioning and commitment occurred in the area of ethnicity. Ethnicity was most predictive of over-all identity-status and was seen as most important to self-definition. The other area of central importance was occupation. While the ideological and sexual-interpersonal areas have been found in previous research to have central importance for white adolescents, they were found in this sample of black adolescents to show the lowest concordance with over-all identity and to be cited as having least importance in self-definition. The lowest amount of questioning and commitment occurred in these areas.     

Feminism and Attachment Parenting: Attitudes, Stereotypes, and Misperceptions

This paper investigated attitudes and stereotypes about what feminist women, primarily from the United States, believed about a number of practices associated with attachment parenting which is theorized to be both feminist and non-feminist. The goals of this study were to determine whether feminists endorsed attachment parenting and whether stereotypes of feminists’ beliefs corresponded to actual feminists’ attitudes. Women were recruited online, primarily through blogs, to complete an online survey about feminism and mothering. Four hundred and thirty one women comprised the sample for the current investigation and included heterosexual-identified feminist mothers (n?=?147), feminist non-mothers (n?=?75), non-feminist mothers (n?=?143), and non-feminist non-mothers (n?=?66). Participants were asked to rate their own attitudes towards specific practices associated with attachment parenting and to indicate their perceptions of the beliefs of the typical feminist. Results indicated that feminists were more supportive of attachment parenting practices than were non-feminists. Non-feminists, particularly mothers, held misperceptions about the typical feminist, seeing them as largely uninterested in the time-intensive and hands-on practices associated with attachment parenting. Feminist mothers also held stereotypes about feminists and saw themselves as somewhat atypical feminists who were more interested in attachment parenting than they thought was typical of feminists. Our data indicated that feminists did endorse attachment parenting and that stereotypes of feminists related to attachment parenting are untrue. Furthermore, the role of feminism in the identity of feminist mothers and whether attachment parenting is truly a feminist way to parent are discussed.     

Memory for in-group and out-group information in a minimal group context: the self as an informational base

The authors argue that persons derive in-group expectancies from self-knowledge. This implies that perceivers process information about novel in-groups on the basis of the self-congruency of this information and not simply its valence. In Experiment 1, participants recalled more negative self-discrepant behaviors about an in-group than about an out-group. Experiment 2 replicated this effect under low cognitive load but not under high load. Experiment 3 replicated the effect using an idiographic procedure. These findings suggest that perceivers engage in elaborative inconsistency processing when they encounter negative self-discrepant information about an in-group but not when they encounter negative self-congruent information. Participants were also more likely to attribute self-congruent information to the in-group than to the out-group, regardless of information valence. Implications for models of social memory and self-categorization theory are discussed.     

Sexual preference,feminism, and women's perceptions of their parents

In an attempt to clarify the relation between parental variables, sexual preference, and sex-role attitudes, three groups of women were studied: lesbian feminists, heterosexual feminists, and heterosexual traditional women. The women were asked about their perceptions of their parents when they were in high school. The groups differed more from each other with respect to their perceptions of their fathers than their mothers. The perceived attitudes of the father were much more important in differentiating lesbian feminists from heterosexuals than in differentiating heterosexual feminists from heterosexual traditionals. Both the heterosexual groups (feminist and traditionals) reported having a more affectionate and involved father who also encouraged them more in the expression of anger than the lesbian feminists reported. The results suggest women's father relationships must not be obscured in research and support Johnson's hypothesis that the father relationship is more central than the mother relationship in sex typing and especially in the specifically sexual aspects of sex typing.     

Using High-Probability Request Sequences to Increase Journal Writing

Written expression is a key aspect of academic success. Programs to enhance writing skills often rely on a feedback loop that consists of student production (i.e., get something on paper) and teacher feedback. Unfortunately, some students fail to produce enough written product so that the teacher can give constructive feedback. The purpose of this study was to examine two methods to increase the written word production of four students with difficulties in written expression. In the verbal prompt condition, students were given verbal prompts by their teacher to resume writing in their journals after the student stopped writing for approximately one min. In the high-p request condition, the teacher asked students to write a series of three words that typically occasioned compliance prior to asking the student to resume journal writing. Both interventions were assessed within the context of verbal praise and no verbal praise. Results suggested that both interventions increased the number of words written, particularly in the verbal praise condition. However, the high-p request sequence was more efficient and produced writing behavior that was more persistent across sessions. Results are discussed within the context of the theory of behavioral momentum.     

EFFECTS OF STEREOTYPES ABOUT FEMINISTS ON FEMINIST SELF-IDENTIFICATION

This study examined whether negative stereotypes about feminists serve as a barrier to self-identifying as a feminist. College women were exposed to positive stereotypes about feminists, negative stereotypes about feminists, or were not exposed to stereotypes about feminists (control condition) in a between-participants design. Women who read a paragraph containing positive stereotypes about feminists were twice as likely to self-identify as feminists as women in the control condition or the condition in which they read a paragraph containing negative stereotypes about feminists. Women exposed to positive feminist stereotypes had greater nontraditional gender-role attitudes and performance self-esteem compared to the no-stereotype-control condition.     

The Receiver's Dilemma: Impressions Formed in Response to Impression Management

Two studies examined the extent to which individuals' racial attitudes are influenced more by interdependent others' attitudes than people with whom they do not mutually depend. Study 1 demonstrated that participants significantly changed their racial attitudes when they received disagreement feedback from an ingroup friend, whereas there was no change in attitudes when participants received disagreement feedback from an ingroup stranger, agreement feedback, or no feedback. Furthermore, feelings of interdependence mediated the relationship between feedback from a friend versus stranger and changes in racial attitudes. In Study 2, we manipulated interdependence and found that interdependent partners altered their racial attitudes after receiving disagreement information, whereas independent partners did not. The importance of interdependent others' attitudes in reducing prejudice is discussed.     

Romaphobia Among Serbian Adolescents: The Role of National In‐group Attitudes and Perceived Threat

This study employed the integrated threat theory to examine Serbian adolescents' attitudes towards the Roma. The sample consisted of 687 secondary school students (mean age 17), of whom 53% were females. In a survey‐based study, we assessed adolescents' national in‐group attitudes (i.e., nationalism), their feelings toward the Roma, and their perception of economic and symbolic threat. Findings suggest that perceived threat to either real resources or worldviews of the dominant group was related to more negative attitudes towards the Roma minority. Further, Romaphobia was positively related to adolescents' nationalism and this relationship was partially mediated by perceived economic and symbolic threat. The theoretical and educational implications are discussed.     

CHANGES IN STUDENTS' EXPLANATIONS FOR GENDER DIFFERENCES AFTER TAKING A PSYCHOLOGY OF WOMEN CLASS: MORE CONSTRUCTIONIST AND LESS ESSENTIALIST

We explored how students' endorsements of essential (biological and personality) and constructed (socialization and contextual) explanations for gender differences changed from the start to the end of Psychology of Women (POW) classes along with their feminist attitudes. Results from surveys of 120 POW students from three universities indicated that these students began class with more feminist awareness, immersion, and constructionist thinking than 228 general students, and that constructionist thinking was associated with perceptions that gender differences can be eliminated. Students' essentialism declined across their POW class, whereas their constructionist thinking increased and their feminist attitudes strengthened. End-of-semester feminist identification was associated with stronger endorsement of contextual explanations for gender differences above and beyond initial identification. We discuss implications for researchers, instructors, and activists.     

A test of optimal theory on young adolescents' standing long jump performance and motivation

The OPTIMAL theory of motor learning contends that an external focus of attention (EF), enhanced expectancies (EE), and autonomy support (AS) are key attentional and motivational variables that optimise motor performance. We examined how integrating an EF into EE and AS interventions would impact young adolescents' standing long jump performance and self-efficacy, perceived competence, task effort, task importance and positive affect. Forty-eight participants completed 3 jumps in a baseline, EF (focus on jumping towards the cone), EE-EF (positive social-comparative feedback/high success probability) and AS-EF (self-definition of success) conditions. Both the EF and AS-EF conditions (but not the EE-EF condition) improved jump performance from baseline. The EF, EE-EF and AS-EF conditions improved young adolescents' self-efficacy, perceived competence, task effort and positive affect in comparison to baseline and were predictors of jump performance (as was task importance). However, in the EE-EF condition motivational states improved (from baseline) but this did not translate into performance improvements. The findings show that directing attention to visual external cues both independently and when framed within AS conditions enhanced young adolescents' jump performance and motivation through efficient goal-action coupling. In practice, PE teachers and sports coaches working with young adolescents can support autonomy by allowing self-definition of success using an external cue to enhance effective goal-action coupling, motor performance and motivation.     

Striving for the moral self: the effects of recalling past moral actions on future moral behavior

People's desires to see themselves as moral actors can contribute to their striving for and achievement of a sense of self-completeness. The authors use self-completion theory to predict (and show) that recalling one's own (im)moral behavior leads to compensatory rather than consistent moral action as a way of completing the moral self. In three studies, people who recalled their immoral behavior reported greater participation in moral activities (Study 1), reported stronger prosocial intentions (Study 2), and showed less cheating (Study 3) than people who recalled their moral behavior. These compensatory effects were related to the moral magnitude of the recalled event, but they did not emerge when people recalled their own positive or negative nonmoral behavior (Study 2) or others' (im)moral behavior (Study 3). Thus, the authors extend self-completion theory to the moral domain and use it to integrate the research on moral cleansing (remunerative moral strivings) and moral licensing (relaxed moral strivings).     

Intersections of Feminist Identification and Hostile Sexism

This research examines the relationship between religious identification and feminist identification. Additionally, it investigates the extent of hostile sexist attitudes among those who identify as religious feminists. Utilizing 2016 American National Election Survey data, I find that religious women are no more or less likely to identify as feminist than the religiously unaffiliated, while evangelical and black Protestant men are less likely to identify as feminist. Further, both black Protestant women and Catholic men who identify as feminist express hostile sexist sentiment to a higher degree than their feminist unaffiliated counterparts, along with Latinas and Asian‐identified men. This study offers quantitative insights into the relationship between feminist identification, religious affiliation, and hostile sexist attitudes. Additional implications for this study include conceptualizations of feminism and sexism more broadly in society.     

New wave or second stage? Attitudes of college women toward feminism

The attitudes of female subjects toward gender roles, gender inequality, and the women's movement were measured using a 24-item attitudinal inventory. Subjects tended to hold nontraditional but only moderately feminist attitudes toward gender roles. They were, however, highly aware of gender inequality and supportive of the women's movement, although they were also reluctant to identify themselves as feminists. T tests revealed that subjects most supportive of feminism were advanced students (juniors and seniors) and students who had personally experienced discrimination. But when personal experience of sex discrimination was controlled for, the strength of the relationships between class level and gender role attitudes, and between class level and support for the women's movement, diminished. Students who had personally experienced sex discrimination are less traditional and more feminist in their gender role attitudes, and show stronger support for the women's movement, regardless of their class level, than students who have not had such experiences. These findings are interpreted and their implications for the future of the women's movement are discussed.