DO RESEARCH REPORTS IN MAINSTREAM FEMINIST PSYCHOLOGY JOURNALS REFLECT FEMINIST VALUES?

Core values in feminist approaches to psychological research include attention to the relationship between scientists and citizens. But traditional methodological norms dictate that investigators restrict citizens' participation in research and prescribe an impersonal, decontextualized writing style in journal reports. Content analysis of 228 research articles in two journals associated with feminist psychology—the Psychology of Women Quarterly and Sex Roles, spanning the journals'first decade—showed that authors typically provided minimal or no information about such relationship dimensions as level of participation, informed consent, and feedback. The depersonalized writing style generally employed gives the impression that some feminist psychologists have adopted androcentric standards for the research relationship. Developing appropriate models for both research methods and report writing is essential for feminist researchers to resolve the apparent contradiction between ideals and behavior. But certain institutional obstacles need to be overcome for the resolution to occur.     

EVALUATING THE FEMINIST CHALLENGE TO RESEARCH IN PERSONALITY AND SOCIAL PSYCHOLOGY: 1963-1983

Multiple indices for evaluating the feminist challenge in psychology are identified, and provide a context for discussing selected aspects of research in personality and social psychology that reflect the impact of feminism on psychology. Women's involvement in the research process, the types of research methods used, and substantive concerns were examined in selected issues of the Journal of Personality and Social Psychology between 1963 and 1983. Despite a significant increase in the proportion of articles with female authors, there were no clear changes in any of the methodological variables we assessed. Comparisons of these studies and those published in the Psychology of Women Quarterly suggest that the impact of the feminist challenge is far more noticeable in this more explicitly feminist journal. Evidence pertaining to the relative impact of publishing in explicitly feminist versus "mainstream" journals, derived from analyses of citation frequency of several feminist studies, was examined. Overall, results suggest that feminist values may have affected research topics more than research methods within personality and social psychology. Several implications of this gatekeeping function of methodology are discussed.     

A review of the feminist pedagogy literature: The neglected child of feminist psychology

Feminist psychologists have introduced feminist values, critiques, and methods into the science and practice of psychology. On the topic of teaching, feminist psychologists have done a thorough job of addressing curricula issues, but they have been involved marginally in developing the literature on feminist pedagogy. A comprehensive review of the feminist pedagogy literature was compiled based on a review of 60 articles, 25 chapters from books, 10 books, and 4 bibliographies. The review covers major aspects of the legacy of patriarchy in schools as well as feminist transformations of traditional educational practice. Explanations are posed for the minimal involvement of feminist psychologists in the development of the feminist pedagogy literature. Reciprocal benefits are identified for both the field of psychology and the feminist pedagogy scholars if more bridges are built between the two.     

Community Psychology Is (Thank God) More Than Science

Thinking about Community Psychology primarily as a science may make it harder, rather than easier, to embrace certain aspects of the field to which we are deeply committed, but usually fall outside the conventional meaning of doing science. While community psychologists use (and expand) the tools of science, this is different than saying that Community Psychology is only, or even primarily, a science. The field is just as much social criticism as it is science. In order to further conversation about these matters, seven thoughts about why (thank God) community psychology is more than a science are offered, the most basic of which is that today the greatest danger to freedom is not in the union of church and state, but in the union of science and state.Based on a paper presented at a Symposium, A. Wandersman (Chair), Science and Community Psychology, Held at the 9th Biennial Meeting of the Society for Community Research and Action, June, 2003, Las Vegas, New Mexico.     

Effects of Participation in a First Women's Studies Course on Collective Self‐Esteem,Gender‐Related Attitudes,and Emotional Well‐Being1

We studied the psychological sequelae of participation in a first women's studies course. It was hypothesized that this course would impact women's social identities (collective self‐esteem, CSE) and attitudes about gender (sexist and feminist beliefs). Further, we hypothesized that more liberal attitudes about gender would enhance mood, whereas awareness of devaluation (public CSE) would reduce mood. Female students enrolled in Psychology of Women (n= 55) and Introductory Psychology (n= 41) provided data at the beginning and end of an academic semester. As predicted, Psychology of Women students endorsed significantly more liberal attitudes about gender and awareness of devaluation over the course of the semester. Further, acceptance of feminist attitudes buffered against anxiety, whereas awareness of devaluation increased anxiety. The net effect was a nonsignificant change in anxiety for Psychology of Women students over time.     

EXPLORING A TEACHING/RESEARCH NEXUS AS A POSSIBLE SITE FOR FEMINIST METHODOLOGICAL INNOVATION IN PSYCHOLOGY

In this article the links between feminist pedagogy and feminist research are used as a basis for exploring the potential that teaching about women and gender has a methodological resource for feminist research in psychology. Inspiration for this article stemmed from the author's experience of teaching a postgraduate class in Gender Issues in Psychology in New Zealand. An assessed task for the course required students to interview two women. The interviews were transcribed and the content summarized in a written report and an oral presentation. All parties involved with the project reported finding it an educational experience. The exercise is evaluated as an example of feminist research. The advantages and limitations of using the classroom as a resource for research by feminist psychologists are discussed.     

Theoretical Orientations of New Zealand Psychologists: An International Comparison

Registered practicing psychologists in New Zealand (n = 221) were surveyed concerning their predominant theoretical orientation. Results were compared with findings obtained among Australian psychologists by Byrne and Reinhart (1990), British psychologists by Garrett and Davis (1995), and North American psychologists by Norcross, Karg, and Prochaska (1997a). The results showed that while New Zealand psychologists use cognitive approaches more often than both British and North American psychologists, they use behavioral and psychodynamic approaches less often. Overall, it was found that the eclectic approach is the most popular theoretical orientation obtained in surveys of Australian, New Zealand, and North American psychologists, in that no group subscribed exclusively to a single theoretical orientation.     

Shifting Loyalties: Reconsidering Psychology’s Subject Matter

Schwarz (IPBS: Integrative Psychology & Behavioral Science 43:3, 2009) cogently demonstrates that in conjunction with scientific conventionalism psychology has developed a rather deficient view of their subject matter: the human being. Psychology based on an impoverished notion of empirical has rendered subjectivity or ‘the measuring apparatus man’ invisible. As his story implicitly demonstrates, psychologists supported by a positivistic view of science (in part to be empirical) and notion of ‘objectivity’ have learned to trust their ‘rigorous’ methods instead of their participants as capable of revealing important and interesting phenomena. If we are going to take subjectivity and experience seriously there should be a cultivation of a new attitude or orientation regarding psychology’s subject matter (i.e., the human being) and science. This commentary discusses Mark Freeman’s (2007) argument that the first requirement of science should be ‘fidelity to the phenomena’ and elaborates on the implications for psychology grounded in this view of science.     

What women think and what men think women think: perceptions of abuse and kindness in dating relationships

The purpose of this study was to investigate how college women and their boyfriends viewed their relationships in terms of both abuse and kindness. The women filled out the Psychology Abuse-Kindness Relationship Inventory for themselves and their boyfriends responded to the questionnaire as they thought their girlfriends would. Several intriguing findings resulted: (1) Men thought their girlfriends would respond more negatively about the relationship than the women actually did. (2) Certain aspects of the relationship resulted in more discrepancies between the men's and women's perceptions. (3) Women distinguished present from past relationships by describing the former as more positive and the latter as more negative; men made no such distinction. Alternative explanations were offered to account for these results including projection, denial, projective identification, lack of psychological separation within couples, men's emotional upbringing and deeply rooted feelings towards women.     

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.     

Celebrating the Fiftieth Anniversary of the Association for Women in Psychology: A Life in Feminist Psychology: A Long and Interesting Journey from Ft. Wayne to Newport (Herstory)

Sex Roles - The present commentary addresses the radical history of feminist psychology and the Association for Women in Psychology. In it, I explore innovations with roots in feminist psychology...     

TRANSFORMING THEORY AND RESEARCH WITH WOMEN

We look at some of the ways in which feminist theorists and researchers apply new insights to established topics in psychology, as they explore the landscape of the unknown and unspoken in the lives of girls and women. The articles in this special issue present research and reflections by a group of feminist scholars, some of us from the editorial board of the Psychology of Women Quarterly and others from the larger academic community. Each contributor, selecting from a personal interest or expertise, reconceptualizes a topical area of psychology with the intent of reframing our understanding of its meaning, its impact on women's functioning, and/or its application to feminist research and theory. To provide a background, we review a sample of contributions of feminist thought to the contemporary revolution in science. We then ask the question: In what ways have feminist perspectives and scholarship transformed psychology in the particular areas addressed by these authors?     

Feminist Approaches to Social Science: Epistemological and Methodological Tenets

This paper is a primer for community psychologists on feminist research. Much like the field of community psychology, feminist scholarship is defined by its values and process. Informed by the political ideologies of the 1970s women's movement (liberal, radical, socialist feminism, and womanism), feminist scholars reinterpreted classic concepts in philosophy of science to create feminist epistemologies and methodologies. Feminist epistemologies, such as feminist empiricism, standpoint theory, and postmodernism, recognize women's lived experiences as legitimate sources of knowledge. Feminist methodologies attempt to eradicate sexist bias in research and find ways to capture women's voices that are consistent with feminist ideals. Practically, the process of feminist research is characterized by four primary features: (1) expanding methodologies to include both quantitative and qualitative methods, (2) connecting women for group-level data collection, (3) reducing the hierarchical relationship between researchers and their participants to facilitate trust and disclosure, and (4) recognizing and reflecting upon the emotionality of women's lives. Recommendations for how community psychologists can integrate feminist scholarship into their practice are discussed.     

“I’m not a feminist, but…”: factors contributing to the discrepancy between pro-feminist orientation and feminist social identity

Using constructs from theories of social identity and collective action, hypotheses were developed concerning variables that predict pro-feminist orientation among those who resist the feminist label, as compared to variables that predict willingness to identify as a feminist. Predictors that were expected to be important to the latter, but not the former group, included (1) positive evaluation of feminists, (2) belief in collective action, (3) recognition of discrimination, and (4) previous exposure to feminist thought. The sample consisted of 47 male and 94 female college students (60% Anglo, 16% Asian-American, 7% African-American, 9% Hispanic, and 7% “Other”), aged 17–50 years. Using separate multiple regressions, support for the differential inclusion of all but the third variable was found. Also as predicted, the genders did not differ in pro-feminist orientation, although college women were more willing than college men to identify as feminist. Results are discussed as potentially important to understanding willingness to engage in collective advocacy.     

Women in Psychology: Biography and Autobiography

Biographical information on psychologists occurs in several forms and in a variety of sources. Some journals such as the American journal of Psychology, Science, and, more recently the American Psychologist, regularly publish obituaries of eminent psychologists. Other biographical materials can be found in association with award presentations such as those published in the American Psychologist and the fournal of Social Issues. Autobiographical material for psychologists has appeared chiefly in two outlets: A History of Psychology in Autobiography (6 volumes to 1979) and The Psychologists (3 volumes to 1979). In addition to these forms, there are memorial articles, historical papers, and biographical sketches accompanying the announcement of officers of professional societies. Further, more than 250 book-length biographies and autobiographies have been published about psychologists.     

A RESTIVE LEGACY

In the last century feminist psychologists have contributed to refining and improving research in experimental psychology. While the accomplishments are cause for celebration during the American Association of Psychology's (APA) Centennial year, especially given the sexism that has accompanied scientific practices, we need to examine more care–fully the difficulties–past and present-that attend feminist efforts in the discipline. This brief article explores the strategies that feminist researchers have used to eliminate androcentrism and sexism from experimental and, more recently, cognitive psychology. Such historical reassessment not only reveals the multiple and insightful means by which feminist psychologists have proceeded, but also indicates that feminist work must continue to focus on epistemological and theoretical problems as well as methodological ones.     

2003 Division 35 Presidential Address: Feminist Leadership: Feminist Visions And Diverse Voices

Although the theories and models on feminism and leadership exist, there has been little study of the intersection of the two. The literature on feminist leadership is scant. Few have defined it and fewer still have researched it. Thus, Feminist Leadership was chosen for my presidential initiative. This initiative kicked off a dialogue about feminist leadership that is summarized in this article. The article is based on my presidential address presented at the 2003 Annual Convention of the American Psychological Association in concluding my year as President of Division 35, the Society for the Psychology of Women. It identifies some challenges faced by women in leadership positions and by feminist leaders. It identifies the major issues that emerged during a web-based dialogue about feminist leadership. It discusses the intersection between theories of leadership and feminism. It ends with the lessons learned and implications for the future of feminist leadership.     

The Use of Media in Media Psychology

Media psychologists have theoretical interests in both people and media, yet research investments considerably favor subjects over stimuli. An analysis of 306 studies, taken from the journal Media Psychology over the last 10 years, and from the most cited media experiments in other journals, shows that studies invested in tens of thousands of human subjects but the studies used small samples of media material that were often narrow and unrepresentative. The vast majority of experiments (65%) used single examples of media messages per condition yet they discussed large categories of real world media experiences. Analysis of specific selections showed that media represented in research are less variant, nuanced, and idiosyncratic than media found in the real world. Two categories of solutions are discussed. First, new statistical solutions promote more attention to media repetitions analyzed as random factors. Second, we review the advantages of uncommon research designs that emphasize stimulus investments, including single subject designs that collect intra-individual data and that construct unique models using the entirety, rather than samples, of messages that people experience.     

Becoming a Psychologist with a Particular Theoretical Orientation to Counselling Practice

One hundred and three Melbourne psychologists were interviewed about factors associated with their choice O of a theoretical orientation to counselling practice. There were four theoretical orientations: cognitive-behavioural, psychodynamic, family-systemic, and experiential. Each of these was found to be associated with a different cluster of personal characteristics. University training in psychology appeared to be an important influence on choice of theoretical orientation for cognitive-behavioural psychologists, but not for the other orientations. Differences observed among psychologists making up the four different theoretical orientation groups suggest some challenges for psychologists working as counselling educators.     

Developing a Feminist Model for Clinical Consultation:

Feminist therapists have often felt outside the mainstream of clinical practice. The on-going process of developing our theoretical base has both strengthened our effectiveness and decreased our sense of professional isolation. Few mentors, colleagues or supervisors share this feminist philosophical base. One response to this dilemma has been the development of feminist organizations, such as the Feminist Therapy Institute and the Association for Women in Psychology. A complementary response is the creation of local feminist consultation groups for ongoing clinical consultation and for personal support. This paper discusses the process of developing one such group and the role that the interaction that commonality and diversity has played in its creation and evolution. The dialectical relationship between commonality and diversity is also explored in a broader sense. Finally, the beginning of a developmental view of this group's evolution is offered, emphasizing the links for women between connectedness and learning.