GENDER DIFFERENCES IN NEGOTIATION OUTCOME: A META-ANALYSIS

Studies reporting the objective settlements obtained by men and women in negotiations were reviewed. Differences in outcomes were expected due to differences in perceptions, behaviors, and contextual factors between men and women. In the sample of studies, men negotiated significantly better outcomes than women. Opponent sex, relative power of the negotiator, integrative potential of the task, mode of communication and year of the study were tested as moderators of the effect. Although the overall difference in outcomes between men and women was small, none of these hypothesized moderators or several exploratory moderators reversed or eliminated this effect. The organizational significance of the findings is discussed in terms of the glass ceiling, a gender-based earnings differential and women in negotiation positions. Directions for future research in the laboratory and the field are suggested.     

GENDER DIFFERENCES IN SELF-REPORTED POSTTRAUMATIC GROWTH: A META-ANALYSIS

A meta-analysis was conducted to examine the direction and magnitude of gender differences in self-reported posttraumatic growth. Results from 70 studies ( N  = 16,076) revealed a small to moderate gender difference ( g  = .27, 95% CI = .21 −.32), with women reporting more posttraumatic growth than men. Moderator analyses were then conducted to identify possible sources of these differences. The following moderators were examined: mean age of sample, measure used, nature of the stressful event, language of the measure, and type of sample (i.e., community samples, college students, or mixed). The only significant moderator was age, with women reporting incrementally more posttraumatic growth as the mean age of the sample increased ( B  = .004,  p  < .01,  SE  = .001,  Q  = 9.13). To check for publication bias, effect sizes were compared across published and unpublished research. The size of the gender difference was not significantly different between published ( g  = .30, 95% CI = .23 − .38) and unpublished ( g  = .22, 95% CI = .12 −.31) studies. The present findings indicate that modest, but reliable gender differences exist in posttraumatic growth even when unpublished data are included in the analyses. Possible explanations for these findings and suggestions for future research are discussed.     

SEX DIFFERENCES IN CONFORMITY: STATUS AND GENDER ROLE INTERPRETATIONS

The experiment examines status and gender role explanations of the tendency for women to conform more than men in group pressure settings. Subjects believed they were assigned to groups containing two males and two females in addition to themselves and received these other group members' opinions, which were represented as deviating from the opinions that subjects had given earlier. Subjects then gave their opinions with the other group members either having or not having surveillance over these opinions. In addition, subjects were required to form impressions of each other's likability or expertise. The findings indicate that subjects' sex and age affected the extent of their conformity. Among older (19 years and older) subjects, females conformed more with surveillance than without it, whereas surveillance did not affect males' conformity. Among younger (under 19 years) subjects, surveillance had no effects. Analysis of sex differences revealed that older females were significantly more conforming than older males when under surveillance as well as when subjects formed impressions of one another's likability. Among younger subjects, there were no sex differences. These findings are discussed in terms of the theories that (a) both sex and age function as status characteristics and (b) gender roles determine conformity.     

PARTNER LOSS IN LATER LIFE: GENDER DIFFERENCES IN COPING SHORTLY AFTER BEREAVEMENT

This longitudinal study aimed to explain coping responses of older women (n = 60)and men (n = 43) at about 1 year following partner loss using a general theory of coping. The theory of mental incongruity predicts that behavioral and mental coping are responses to experienced loneliness and that they are facilitated by actual and perceived opportunities or resources. Results show that the availability of social relationships and better general health encourage coping responses among the bereaved, as well as, unexpectedly, higher social anxiety and financial stress. Results reveal opposite effects for women and men. As time elapses since the death of the partner, men more often share their emotions with others than women. Also, the results suggest that resources play different roles in coping responses of recently bereaved women and men. Among widowers financial stress may impede emotional coping responses, while among widows higher education and having a best female friend seem to function as riskfactors in coping with loss. Relative health, or the feeling one is better off than comparable others, may protect against the negative effects of partner death, particularly among recently bereaved women. It is concluded that the proposed theory offers useful concepts in understanding how recently bereaved individuals cope with partner death; however,it is not helpful in explaining the gender differences found in the present study. Further, the findings question the supposed less favorable health position of older widows and the more favorable social position of older widows and socioeconomic position of older widowers.     

EVIDENCE THAT GENDER DIFFERENCES IN SOCIAL DOMINANCE ORIENTATION RESULT FROM GENDERED SELF-STEREOTYPING AND GROUP-INTERESTED RESPONSES TO PATRIARCHY

Numerous studies have found that, compared to women, men express higher levels of social dominance orientation (SDO), an individual difference variable reflecting support for unequal, hierarchical relationships between groups. Recent research suggests that the often-observed gender difference in SDO results from processes related to gender group identity. We hypothesized that two aspects of gender group identity could account for men's higher SDO relative to women's: responses to patriarchy that reflect the interests of the gender ingroup (as measured by hostile and benevolent sexism) and self-stereotyping in gendered terms. We found the gender difference in SDO was fully mediated by gender differences in feminine self-stereotyping, hostile sexism, and benevolent sexism. The discussion addresses implications for social dominance theory's treatment of gender and the complexity of social-contextual forces that produce gender differences in SDO.     

CULTURAL DIFFERENCES IN MEASURING EDUCATIONAL ACHIEVEMENT: A CHALLENGE TO PSYCHOLOGY

Les différences culturelles dans la mesure de la réussite scolaire: un problème pour les psychologies. — La “culture éducative”, C'est-à-dire le système standard de formation et d'évaluation, peut varier considérablement d'un pays à L'autre. La recherche interculturelle devrait utiliser les découvertes faites par la psychologie expérimentale en matière de processus d'apprentissage pour résoudre les problèmes de L'évaluation des niveaux d'instruction. Les comparaisons interculturelles portant sur L'intelligence et la réussite scolaire doivent prendre en considération les différences qui se manifestent dans L'acquisition des capacités particulières impliquées dans les tests. C'est ainsi, par exemple, qu'une comparaison expérimentale d'étudiants américains et israéliens portant sur la rétention d'un matériel symbolique et d'un matériel significatif, et utilisant un test subjectif de reconstruction (écrire un essai) et un test objectif de reconnaissance à choix multiple, a fait apparaître une performance supérieure des étudiants israéliens dans les deux types de tâches. Puisqu'il n'y a aucune raison de supposer que les étudiants américains testés sont globalement moins intelligents que les étudiants israèliens, les AA pensent que les écarts observés sont relatifs aux différences dans les pratiques éducatives et les manières de tester des deux pays: les Américains tendent à mettre L'accent sur les tests objectifs (reconnaissance) tandis que les israéliens utilisent davantage les tests de type subjectif (écrire un essai, reconstruction). Apparemment, les étudiants qui réussissent les tâches de reconstruction peuvent réussir aussi bien les tâches impliquant une reconnaissance, mais L'inverse n'est pas forcément vrai. Puisque la mémoire joue un rôle important dans la performance aux tests de réussite scolaire et dans la plupart des tests d'intelligence, on ne doit pas négliger les différences interculturelles qui apparaissent dans la rétention et dans la mesure de la rétention.     

GENDER DIFFERENCES IN LEADER EMERGENCE PERSIST EVEN FOR DOMINANT WOMEN: AN UPDATED CONFIRMATION OF ROLE CONGRUITY THEORY

Role congruity theory predicts that women will be less likely than men to emerge as leaders when expectations for the leader role are incongruent with gender stereotypes. A 2 × 2 × 3 design that crossed the sex of the dominant partner, mixed- and same-sex dyads, and masculine, feminine, and neutral tasks involved 120 dyads of unacquainted college students in which one partner scored higher in dominance. In same-sex partnerships, the dominant member consistently emerged as leader. In mixed-sex dyads, the gender typing of the task did not influence dominant male ascendance but it did affect women's. When the task was masculine-typed or neutral, less dominant men were more likely to emerge as the leader of the dyad, frequently being appointed by the dominant woman herself. Thus, even when women possess the agentic quality of dominance consistent with the leader role, the incongruence between masculinized task demands and gender stereotypes mitigate against women's leadership emergence.     

POLANYI'S VIEW OF RELIGION IN PERSONAL KNOWLEDGE: A RESPONSE TO RICHARD GELWICK

Abstract. This paper shows from a close textual study that, although Michael Polanyi used the term "reality" in a generically similar way for what provided the external pole in the natural sciences, mathematics, art, and religion, he consistently made, in Personal Knowledge as well as in later published and unpublished works, a distinction between realities existing independently of our articulate systems in the natural sciences and those existing only in the articulate systems of mathematics, art, and religion. This difference is shown to be the basis for a controversy as to whether or not he should be regarded as a Christian.     

Frequent Social Comparisons and Destructive Emotions and Behaviors: The Dark Side of Social Comparisons

Social comparisons may seem to serve several positive functions, including self-enhancement. Frequent social comparisons, however, have a dark side. Two studies examined the relationship between frequent social comparisons and destructive emotions and behaviors. In Study 1, people who said they made frequent social comparisons were more likely to experience envy, guilt, regret, and defensiveness, and to lie, blame others, and to have unmet cravings. In Study 2, police officers who said they made frequent social comparisons were more likely to show ingroup bias and to be less satisfied with their jobs. The dark side of frequent social comparisons was not associated with self-esteem. Results are discussed in terms of the role of individual differences in social comparison processes.     

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.     

ON TWO ISSUES IN SCIENCE AND RELIGION: A RESPONSE TO DAVID GRIFFIN

Abstract. In responding to David Griffin's critique of my book, Issues in Science and Religion , I suggest that most of the points which he initially presents as differences between us concerning reduction and emergence are resolved in the second half of his article. I spoke of the emergence of higher-level "properties" and "activities," rather than "entities," but my analysis of whole and parts is similar to his, although it was perhaps not always clearly articulated. We agree also that Alfred North Whitehead's God is involved in every event in ways which avoid the problems of the supernatu-ralist "God of the gaps," but we differ as to whether God's action might be taken into account in a new "post-modern" science.     

Social Comparisons on Subjective Well-Being: The Role of Social and Cultural Capital

Using the German Socio-Economic Panel, we analyze the relevance of modeling social comparisons to determine their effect on subjective well-being. We find that it is important to model social comparisons in such a way that captures the sensitivity of individuals to proximity. The impact on subjective well-being differs depending on the manner in which proximity is modeled, revealing that the underlying processes in comparisons are not homogenous along the income distribution. Additionally, our results point out that social and cultural capital modify the effect of social comparisons and such modification depends on the sensitivity to proximity.     

Social Comparisons and Absenteeism: A Structural Modeling Approach1

In this study a social comparison model is constructed that predicts objectively recorded absence frequency among male Dutch blue-collar workers from a metal factory in the Netherlands. By employing LISREL, the model is developed (tested and revised) in Plant North (N = 254), and successfully cross-validated in Plant South (N= 199). The study demonstrates the impact of two social comparison processes upon absenteeism. Absenteeism is the result of: (a) the perception that one is less well-off than one's colleagues on several job aspects, and (b) the adjustment of one's personal absence norm to that of the work group. In addition, our study reveals that, rather than being absent or having tolerant absence norms, employees may develop feelings of resentment in response to perceived inequity and a tolerant group absence norm. It is concluded that social comparison theory enhances our understanding of absenteeism.     

SEX DIFFERENCES IN OCCUPATIONAL CHOICE, PAY, AND WORTH: A SUPPLY-SIDE APPROACH TO UNDERSTANDING THE MALE-FEMALE WAGE GAP

The purpose of this study was to explore the utility of adopting a supply-side approach to understanding the nature of wage differentials between men and women. Using an expectancy theory framework, a sample of 272 job applicants evaluated a set of job outcomes and rated the instrumentalities and expectancies for each of eight jobs that varied in terms of sex dominance, pay, and worth. Preferences for each job also were obtained using a paired comparison procedure. The results suggested that much of the wage gap between men and women can be explained by (1) evaluations of multiple outcomes other than pay and (2) gender-related differences in expectancies, instrumentalities, and valences with respect to these outcomes. Both the theoretical and practical utility of approaching the issue of comparable worth from a supply as well as a demand side are discussed.     

The Power of Language: Gender,Status, and Agency in Performance Evaluations

Sex Roles - In the workplace, women often encounter gender stereotypes and biases that reinforce the existing gender hierarchy, may hinder women’s career aspirations and retention, and may...     

Peers and Performance: How In-Group and Out-Group Comparisons Moderate Stereotype Threat Effects

The present study examined how exposure to the performance of in-group and out-group members can both exacerbate and minimize the negative effects of stereotype threat. Female participants learned that they would be taking a math test that was either diagnostic or nondiagnostic of their math ability. Prior to taking the test, participants interacted with either an in-group peer (a female college student) or an out-group peer (a male college student) who had just taken the test, and learned that the student had either performed well or poorly on the test. Exposure to either an in-group or an out-group peer whose performance was consistent with the negative stereotype (a poor-performing female or a strong-performing male) exacerbated stereotype threat effects. In contrast, exposure to an in-group or an out-group peer whose performance challenged the negative stereotype (a strong-performing female or a poor-performing male) eliminated stereotype threat effects. These findings demonstrate that people can look to both in-group and out-group peers as sources of inspiration in the context of a negative stereotype.