How perceived discrimination and professional rejection sensitivity impact women's career success

Professional rejection is a widespread phenomenon—most, if not all, of us have or will experience it in our lifetimes. However, some are more adept at handling it than others. This paper examines individual differences in how people interpret and handle professional rejection, proposing a construct called professional rejection sensitivity. We focused on whether this construct predicts decreased self-promoting behaviors and increased self-silencing behaviors and, subsequently, whether that impacts career success for junior faculty. Moreover, we investigated whether women may be disproportionally predisposed to professional rejection sensitivity because they tend to experience more discrimination in the workplace than men. We collected self-report data (i.e., individual differences) and biodata (i.e., curriculum vitae) from 300 junior faculty and found evidence of gender differences, such that women perceive more discrimination and report higher professional rejection sensitivity than men. We also found that individuals who are higher in professional rejection sensitivity are more likely to practice self-silencing behaviors, and individuals who perceive more discrimination have lower career success. This paper serves as the first step in demonstrating the existence of professional rejection sensitivity, which can guide future research that addresses how individuals can overcome this disposition. To support this path of research, we conclude with suggestions for potential interventions.     

The nature of cognitive development

Theories of cognitive development have led to enduring and fierce arguments that have been long on rhetoric but short on evidence. Constructivist theory has roots in Piagetian notions of cognitive development as proceeding from self-directed action during infancy. Nativist theories subsequently became popular by producing claims of cognitive precocity, but left open many central questions concerning mechanisms of development. Now, a new view of constructivism is experiencing a renaissance, having achieved greater psychophysical, computational and neural plausibility.     

Judging meaning improves function in the aging brain

Important new evidence suggests that under-recruitment of frontal cortex under intentional learning conditions in older adults can be repaired when older subjects are instructed to focus on meaning. However, the tendency for older subjects to activate both hemispheres when young adults recruit only one was not reversible. These findings provide important insights with respect to plasticity and compensation in the aging brain.     

Career and employer change in the age of the ‘boundaryless’ career

This study examined the direct effect of individual career concerns on career and employer change intention, as well as the buffering influence of organisational commitment on this relationship, based on the AMO model of behavioural change intention. Survey data, collected from 341 employees across industry sectors in Australia, showed that ‘exploration’ concerns related positively to both employer and career change intentions; the impact of exploration concerns on career change intention was buffered by affective commitment, however, and reinforced by normative commitment. ‘Establishment’ concerns related negatively to career change intention, and this effect was also buffered by level of affective commitment. The results point towards the distinct nature of employer and career change, and prompt calls for further research on the interplay of the myriad of factors that influence boundary-crossing career behaviour.     

Coparenting and Children's School Readiness: A Mediational Model

We examined the long‐term direct and indirect links between coparenting (conflict, communication, and shared decision‐making) and preschoolers' school readiness (math, literacy, and social skills). The study sample consisted of 5,650 children and their biological mothers and fathers who participated in the Early Childhood Longitudinal Study‐Birth Cohort. Using structural equation modeling and controlling for background characteristics, we found that our conceptual model of the pathways from coparenting to child outcomes is structurally the same for cohabiting and married families. Controlling for a host of background characteristics, we found that coparenting conflict and shared decision‐making were negatively and positively, respectively, linked to children's academic and social skills and co‐parental communication was indirectly linked to academic and social skills through maternal supportiveness. Coparenting conflict was also indirectly linked to children's social skills through maternal depressive symptoms. The overall findings suggest that for both cohabiting and married families, the context of conflicted coparenting may interfere with the development of children's social competencies and academic skills, whereas collaborative coparenting promotes children's school readiness because mothers are more responsive to their children's needs. These findings have implications for programs aimed at promoting positive family processes in cohabiting and married families.     

Using the Tukey-Kramer omnibus test in the Hayter-Fisher procedure

Using Tukey-Kramer versus the ANOVA F-test as the omnibus test of the Hayter-Fisher procedure for comparing all pairs of normally distributed means, when sample sizes are unequal, is investigated. Simulation results suggest that using Tukey-Kramer leads to as much or more any-pairs power compared to using the F-test for certain patterns of mean differences, and equivalent per-pair and all-pairs power for all cases. Furthermore, using Tukey-Kramer results in a consonant test procedure, where there cannot be disagreement between the results of the omnibus test and the subsequent pairwise tests. The results suggest that when sample sizes are unequal, Tukey-Kramer may be preferred over the F-test as the omnibus test for the Hayter-Fisher procedure.     

Investigating the link between liking versus wanting self-esteem and depression in a nationally representative sample of american adults

The self‐esteem movement has been around since the 1970s, and may have influenced how much value people place on self‐esteem. We predicted a negative relationship between age and the amount of value placed on self‐esteem boosts. We also investigated the correlates of liking versus wanting self‐esteem boosts (and other pleasant rewards) on depression. A nationally representative sample of American adults (N = 867) indicated how much they liked and wanted several pleasant rewards (i.e., sex, food, alcohol, money, friendship, self‐esteem boost). They also completed a standardized measure of depressive symptoms. As expected, there was a negative relationship between age and valuing self‐esteem boosts, sex, and alcohol. People with depressive symptoms wanted self‐esteem boosts, even though they did not like them very much. Similar effects were obtained for depressive symptoms and alcohol and friendship. This is the first research to show that self‐esteem boosts are more valued among a nationally representative sample of younger American adults. It also is the first research to explore the association between depression and the motivation to boost self‐esteem. People with depressive symptoms want self‐esteem, and may pursue it, but this pursuit may feel unrewarding because they do not derive pleasure from it.     

Toward a cognitive view of trait mindfulness: distinct cognitive skills predict its observing and nonreactivity facets

Dispositional variations in mindfulness and its facets have garnered considerable recent interest in the clinical and personality literatures. Theoretically, high mindful individuals have been characterized as more attuned to momentary sensations and perceptions and/or better able to execute behavior in a controlled manner, yet data of this relatively cognitive type have not been reported. In addition, perceptual attunement and executive control are distinct skills that may underlie, or at least correlate with, distinct facets of mindfulness. In 3 studies involving college students (N = 297), support for the latter idea was found. Individuals high in the observing (but not nonreactivity) facet of mindfulness demonstrated superior perceptual abilities in visual working memory (Study 1) and temporal order (Study 2) tasks. On the other hand, individuals high in the nonreactivity (but not observing) facet of mindfulness exhibited greater cognitive control flexibility (Study 3). Implications for understanding the cognitive basis of mindfulness facets are discussed.     

Schools as Ethical or Schools as Political? Habermas Between Dewey and Rawls

Education is oftentimes understood as a deeply ethical practice for the development of the person. Alternatively, education is construed as a state-enforced apparatus for inculcation of specific codes, conventions, beliefs, and norms about social and political practices. Though holding both of these beliefs about education is not necessarily mutually contradictory, a definite tension emerges when one attempts to articulate a cogent theory involving both. I will argue in this paper that Habermas’s theory of discourse ethics, when combined with his statements on constitutional democracy and law, manifests this tension for formal education. Through a contrast with Dewey’s social-liberal view of education on the one hand, and the procedural liberalism and its associated view of education, common to Rawls and others writing in the contemporary Anglo-American tradition on the other, the questions of what this means for education and why it matters are raised and addressed.     

An Intervention to Help Community-Based Organizations Implement an Evidence-Based HIV Prevention Intervention: The Mpowerment Project Technology Exchange System

Considerable resources have been spent developing and rigorously testing HIV prevention intervention models, but such models do not impact the AIDS pandemic unless they are implemented effectively by community-based organizations (CBOs) and health departments. The Mpowerment Project (MP) is being implemented by CBOs around the US. It is a multilevel, evidence-based HIV prevention program for young gay/bisexual men that targets individual, interpersonal, social, and structural issues by using empowerment and community mobilization methods. This paper discusses the development of an intervention to help CBOs implement the MP called the Mpowerment Project Technology Exchange System (MPTES); CBOs’ uptake, utilization and perceptions of the MPTES components; and issues that arose during technical assistance. The seven-component MPTES was provided to 49 CBOs implementing the MP that were followed longitudinally for up to two years. Except for the widely used program manual, other program materials were used early in implementing the MP and then their use declined. In contrast, once technical assistance was proactively provided, its usage remained constant over time, as did requests for technical assistance. CBOs expressed substantial positive feedback about the MPTES, but felt that it needs more focus on diversity issues, describing real world implementation approaches, and providing guidance on how to adapt the MP to diverse populations.