A Multidimensional Analysis of Preferences for Sales Positions

Abstract

Recruiting college students for the sales- force is especially difficult because the results of previous research suggest that students have negative perceptions of selling. A weakness of prior research, however, is that selling has generally been operationalized as a unidimensional concept. This paper reports the results of a study that sought to address this limitation by conducting a multidimensional analysis of seven different sales positions.     

Female College Student Interest in a Sales Career: A Comparison

Abstract

Female and male undergraduate students attending three universities were surveyed to determine their comparative interest in a career in sales. In general, females and males agreed on the attributes associated with a selling career. Yet females rated a selling career significantly lower in terms of preference as compared to males. Females were found to have a significantly stronger preference for careers in public relations, advertising, and retail management than their male counterparts. The implications of this negative female bias towards a sales career are discussed, and areas for further research are suggested.     

The Current Status of Women in Professional Selling

Abstract

This article examines the status of women in professional selling careers. First, reasons women have not made more rapid movement into the selling profession are examined. Second, women's progress into professional sales jobs are explored. Lastly, suggestions are made for sales managers on how to attract and retain capable women in selling positions.     

The consequences of stereotype threat on the academic performance of White and non-White lower income college students

This research examined whether socioeconomic stereotypes produce stereotype threat among lower, middle, or upper income college students who are either White or non-White. Before completing an academic test, participants were either told that the purpose of the research was to understand why lower income students generally perform worse on academic tests or to examine problem-solving processes. Results showed that lower income students exposed to stereotype threat experienced greater test anxiety and performed worse on the academic test than their middle income and higher income counterparts. However, lower income students who experienced stereotype threat exerted as much effort on the test as lower income students who did not experience stereotype threat. Nonetheless, they were less likely to identify with school-related subjects. Stereotype threat and reduced performance did not influence lower income students’ self-esteem. Participant race did not influence these findings. The research is discussed in light of cognitive dissonance theory. Portions of the results were presented at the 2004 American Psychological Society Conference, Chicago, IL. Lisa A. Harrison is an assistant professor of psychology at California State University, Sacramento. Her research interests include stereotypes and prejudice, gender role norms and female athletes, and the influence of social identity on judgments of interpersonal violence. E-mail: lharriso@csus.edu Chiesha M. Stevens is currently working toward her MA in industrial/organizational psychology at California State University, Long Beach Adrienne N. Monty is currently working toward her MA in psychology at California State University, Sacramento Christine Coakley received her BA in psychology from California State University, Sacramento where she is currently working toward her MA in industrial/organizational psychology. Her research interests include stereotype threat, optimism, motivation and employee burnout in special education. E-mail: Sac78629@saclink.csus.edu     

A Factor Analytic Study of the Personal Selling Process

Abstract

Despite the importance that personal selling plays in the marketing and promotion mixes of many firms, little research interest has focused on the function of personal selling. More specifically, no published empirical research has examined what selling techniques salespeople have in their repertoire. This article systematically describes the selling techniques salespeople use by identifying the underlying dimensions of these techniques.     

Parental Identification and Educational Dissatisfaction in Troubled College Students

Summary

The hypothesis was tested that the greater development of career interests associated with a masculine-parent identification would contribute to the educational problems of the troubled liberal arts college student. This was ased upon the anticipated frustrative effects of low career relevance of liberal arts curricula upon students with clearer career interests. Eighty liberal arts students (45 males and 35 females), clients at a college counseling agency, were subdivided into groups based upon primary parental identification (father versus mother) and masculinity-femininity of the identification model. Masculine-identified males (but not females) more frequently demonstrated less satisfaction with their majors relative to their feminineidentified counterparts when subjective ratings of certainty, relevance, and general satisfaction were considered. A higher incidence of choice problems (no chosen major or one or more changes of major) was found for masculineparent identified Ss of both sexes.     

Negotiating female judoka identities in Greece: A Foucauldian discourse analysis

ObjectivesThe objectives of this paper are to trace the discourses through which female Greek judokas articulate their sporting experiences and to explore how they construct their identities through the negotiation of sociocultural beliefs and gender stereotypes.DesignThis article is based on interview data from a larger ethnographic research with women judo athletes, grounded in a cultural praxis framework.MethodTen semi-structured interviews were conducted during fieldwork in Greece. Interview data were analyzed drawing on a Foucauldian approach to discourse analysis.ResultsWe identified four concepts—biology, gender, femininity, and judo/sport—that were central to unearthing the discourses in which female Greek judokas constructed their identities. Female athletes (strategically) negotiated multiple identities, each serving different purposes.ConclusionThe gender power dynamics in Greek society at large are reproduced in the sporting experience of Greek female judokas. Although women have agency to negotiate their identity, they tend to accept the “given” subject positions within dominant discourses of gender relations. By doing so, female athletes become agents in the reproduction of patriarchal power.     

A qualitative study of the decision to engage in tanning behaviors among female college students

IntroductionIndoor tanning is associated with increased risk of melanoma and is particularly prevalent among female college students in the U.S.ObjectivesThe present study aimed to explore why female students decide to engage, and keep engaging in indoor tanning.MethodsWe included eighteen female undergraduates who participated in group discussions. The group discussions were recorded and transcribed, then they were organized into themes.ResultsThree main themes appeared: appearance reasons for tanning, tanning-related health risks, and tanning salon-marketing strategies. Students were overall informed regarding tanning-related health risks, and suggested that they justified their tanning behaviors by rationalizations. They also revealed that the marketing strategies employed by tanning salons made them more likely to tan frequently. Finally, students spoke about how the health risks, the affects on appearance, and leaving the college setting might lead them to stop tanning.ConclusionsThese findings suggest that tanning among students could be reduced both by engaging students in programs addressing rationalizations about the risks associated with tanning, and policies targeting marketing techniques and tanning salon locations.     

Psychological types of male and female Bible College students in England

A sample of 278 male and 213 female Bible College students in England completed Form G (Anglicized) of the Myers-Briggs Type Indicator (MBTI). The data demonstrated clear preferences for introversion over extraversion, for sensing over intuition, and for judging over perceiving among both male and female Bible College students. Among females there was also a clear preference for feeling over thinking. The two predominant types among female Bible College students emerged as ISFJ (23%) and ESFJ (17%). The two predominant types among male Bible college students emerged as ISTJ (15%) and ISFJ (13%).     

Racial Bias in Decisions Made by Mock Jurors Evaluating a Case of Sexual Harassment

Abstract

White (N = 161) and Black (N = 152) college students served as mock jurors in a simulated civil case in which a female plaintiff accused a male defendant of sexual harassment. The authors experimentally manipulated the race (Black or White) of the litigants and asked the mock jurors to decide whether the defendant was guilty; to rate the certainty of their belief in the defendant's guilt; and, when they judged the defendant guilty, to recommend an award to the plaintiff. Mock jurors of both races tended to favor litigants of their own race and their own gender. Racial bias was highest among White male jurors and lowest among White female jurors.     

A Framework for Classifying Concepts of and Research on the Personal Selling Process

Abstract

A parsimonious conceptual framework is presented to facilitate organization and comparison of the various approaches to personal selling. Implications for managers and researchers, as well as suggestions for future directions in personal selling research, are discussed.     

Attributions for Success and Failure in Children of Different Social Class

Abstract

Seventh-grade male and female students (N = 60), divided on the basis of socioeconomic status, were asked to attribute causes to their success or failure on a block-design measure after having experienced solvable, unsolvable, or no pretreatment problems. Differences in use of attributions to ability, effort, task ease, and luck factors were analyzed. The results failed to support the hypothesis that social class groups would differ in their use of attributions in response to success. Subjects were more clearly differentiated, however, in their choice of attributions for failure, with lower class failing students less prone to ascribe their outcome to unstable causes than middle-class failing students.     

Profile of high-performing college soccer teams: An exploratory multi-level analysis

ObjectiveTo determine the profile of high-performing college soccer teams through the use of exploratory hierarchical linear modeling (HLM) based on a socio-cognitive approach.DesignA correlational design was employed in this study. The sample consisted of 340 college soccer players of both genders (178 female and 162 male), representing 17 different teams (8 female and 9 male) ranked in the top-32 of the National Association of Intercollegiate Athletics (NAIA).MethodsNumerous demographic and soccer-related variables represented level-1 in the HLM model. Group Environment Questionnaire and Team Assessment Diagnostic Measure were entered as level-2 variables, representing cohesion and team mental models, respectively. Perceived performance potential (PPP) served as the dependent variable. Objective performance scores were correlated with PPP, attesting a moderate to high-level of criterion related validity (r = .78).ResultsThe final model suggested that: (a) International athletes perceive their performance lower than others, (b) different field positions share different covariance coefficients with PPP, and (c) perception of social cohesion from a group, rather than individual, standpoint is positively associated with perceptions of team performance.ConclusionsHigh performing teams have clearly defined task-related and team-related goals. Accordingly, social rather than task related factors may represent a competitive edge, further energizing the interactions and performance of top-ranked teams. International athletes perceive team performance lower than locals, perhaps due to differences in preferred game-style and acculturation experiences. Players from different field positions (i.e., goalkeepers, defensive, and offensive players) relate differently to team performance in college soccer.     

Emerging adult self-perception and link with adjustment to academic context among Female College Students

ObjectivesThis research aimed to investigate female emerging adult students’ self-perception in relation to their adjustment to academic context in France.MethodFirst, a preliminary study was a validation of the French version of the Self-Perception Profile for College Students (SPPCS, Neeman & Harter, 2012). Second, the study explored freshman year emerging adult females’ self-perception profiles based on the SPPCS, and their association with adjustment to academic context (depression and academic results).ResultsCluster analysis revealed seven self-perception profiles characterized by both global self-worth and self-esteem domains. These profiles were differently associated with positive and negative adjustment.ConclusionOverall, the findings highlight the importance of considering both global self-worth and domain-specific self-esteem to emphasize emerging adult students’ self-perception and its links with adjustment.     

Symptoms of Depression and Psychological Distress in United States and Japanese College Students

Abstract

We compared United States and Japanese university students on self-report measures of depression (Beck Depression Inventory; BDI) and psychological distress (General Weil-Being Scale; GWB). In addition, we reassessed sex differences on these measures for students in the United States and examined sex differences for Japanese students. We found that (a) Japanese students had significantly higher scores than their U.S. counterparts on the BDI but not on the GWB scale and that (b) male and female college students in the U.S. and Japan did not differ in scores on the BDI or the GWB scale.     

Child Sexual Abuse within Educational Settings: A Qualitative Study on Female Teachers Who Sexually Abuse Their Students

ABSTRACT

Despite growing interest, research on female sex offenders has been limited. Previous research on female sex offenders has focused on understanding behaviors, patterns, and motivations of female sex offenders overall, but only a handful of studies have specifically focused on teachers who are convicted of sexually abusing underaged students. For the present study, we examined the nature of child sexual abuse among a sample of female teachers, focusing specifically on the onset, situational context, and conclusion of these sexual abuses. We examined interviews conducted with 35 female sex offenders who used their position as a teacher to engage in a sexual abuse of underage students from 1995 to 2016 in a southern state. Based on the narratives of both victims and offenders, our findings indicated several categories of female teacher offenders including predatory, sexual friendship, and emotionally dependent. We hope the findings of the current study will help inform educational policy in efforts to prevent the occurrence of these abuses in the future.     

The Role of Personal Selling In Products Liability Litigation

Abstract

The significant cases in which salespersons' statements or actions have resulted in their companies being found liable for product-related injuries are reviewed. The implications of these cases for selling and sales management are presented.     

Self-harm prevalence and ideation in a community sample of cis,trans and other youth

Abstract

Background: Trans youth have been reported to have high rates of self-harm, depression and bullying, and find it difficult to seek support. However, much of this research comes from gender identity clinics; non-clinical samples and those who reject gender binaries remain under-researched.

Aims: This study investigated the experiences of a community school-based sample of Trans, identifying youth, Other, and cis-gendered adolescents in relation to their experiences of low mood, bullying, associated support, self-harm ideation and peer-related self-harm.

Methods: An online survey was completed by 8440 13–17?year olds (3625 male, 4361 female, 227 Other, and 55 Trans).

Results: Trans and Other students had significantly higher rates of self-harm ideation and peer self-harm, in comparison to cis-gendered students. These Trans and Other students reported significantly higher rates of bullying and self-reported depression and significantly less support from teachers and staff at school, in fact these students did not know where to go to access help.

Discussion: This community sample confirms findings of high rates of self-harm ideation, self-reported depression and bullying for Trans youth as previously reported in clinic-based samples. However, by accessing a community sample, the salience of the category “Other” was established for young people today. While Other and Trans identified students both struggled to find support, those who identified as Trans were more likely to have been bullied, and have experienced self-reported depression and thoughts of self-harm. Thus, those who identify as transgender represent a high-risk group that needs targeted support within schools and by statutory and nonstatutory community services. Unpacking the category of Other would be beneficial for future research, as well as exploring resilience within this group and intersecting identities such as sexuality, Autism, or experiences such as earlier abuse.     

Career assessment and creativity: potential complementarity or a contradiction in terms?

ABSTRACT

In this research we investigated whether creativity and career assessment are a contradiction in terms or whether, through creative thinking, their potential complementarity in career guidance and counselling can be realised. The research demonstrates the creative application of the systemic Integrative Structured Interview (ISI) for the Self-Directed Search (SDS) with a South African female mid-life career changer. Results indicated that the ISI positions clients as storytellers who create rich systemic stories about their quantitative SDS scores. The constructs of story telling are evident throughout an interview about quantitative scores; the scores become unifying themes across the stories. In sum, the ISI can assist mid-life career changers to make meaning of their career transition; and by embedding career assessment in a systemic story telling process creativity is evidenced as a multilayered process.