Gender, Rewards and Research in Education

Under the "merit" ideology of academic research, the criteria for academic rewards are quality and quantity of research publications. Do men and women receive equal rewards for equal performance in educational and social research? This question is addressed with a sample of 901 authors of research on education, 14% of whom were women. Gross differences emerge between men and women regarding levels of income. Lesser differences appear in research resources and rank, and no variations occur in departmental prestige. A sample of 390 of their research papers were anonymously rated by a national panel of 39 judges, revealing no difference in the quality of work done by men and women. Women, however, are less productive than men, and consequently less frequently cited. But the criteria of quality and quantity of publications are not related to rewards in the same way for women and men. Quantity counts more heavily for women than for men, although important for both. Hence, performance criteria are selectively applied by gender in ways that affect women detrimentally.     

EFFECTS OF RATER TRAINING AND PARTICIPATION ON COGNITIVE COMPLEXITY: AN EXPLORATION OF SCHNEIER'S COGNITIVE REINTERPRETATION

Schneier (1977) proposed that rater cognitive complexity interacts with format to affect the psychometric soundness of ratings. He also speculated that cognitive complexity may be enhanced by having raters participate in training and/or scale construction programs. This study was designed to test these latter hypotheses, while also providing a partial replication of Schneier's original research. Ninety-six undergraduate students were assigned to four groups. One participated in the construction of a set of BARS and was trained in their use, a second participated in BARS construction only, a third received training only, and the fourth served as a control group. All subjects were administered a measure of cognitive complexity before and after the experimental treatments. Also, all subjects evaluated five simulated ratees using the BARS. A training × participation (2 × 2) ANOCOV indicated no change in cognitive complexity scores as a result of the experimental treatments. A training × participation × (nominalized) cognitive complexity (2 × 2 × 2) MANOVA on mean ratings for the five stimuli found no effects on leniency error. A similar MANOVA on variances of ratings provided little evidence for effects on halo error. These results, taken in conjunction with those of other investigators who have failed to replicate Schneier's findings, suggest that the cognitive reinterpretation should be accepted with caution at best.     

Merit in the Midst of Grace: The Covenant with Adam Reconsidered in View of the Two Powers of God

Abstract:  The position of Barth and others, that the covenant with Adam is thoroughly legalistic, is based on the incorrect assumption that grace and works cannot coexist as covenant principles. However, the difficulty of seeing the harmony between these principles is real. This article reconsiders the covenant with Adam in light of the medieval concept of the two powers of God, or as we shall argue here, the two perspectives on God's power. These two perspectives, part of the original intellectual milieu in which covenant theology arose, demonstrate that the divine covenant with humanity may include aspects of both God's grace and human merit simultaneously. God's grace is apparent de potentia absoluta , from the perspective of God's absolute power, and God's justice and the possibility of Adam's merit are apparent de potentia ordinata , from the perspective of God's ordained power. Both perspectives, what God could do and what he has in fact chosen to do, are valid and necessary perspectives for understanding God's covenant dealings.     

Decoupling Children’s Gender-based In-Group Positivity from Out-Group Negativity

In the current study we attempted to determine whether children’s gender-based intergroup biases reflect positive attitudes toward the in-group and/or negative attitudes toward the out-group. Third through fifth grade children were asked to determine whether positive and negative traits described boys, girls, both genders, or nobody. This methodology allowed for separate evaluation of in-group favoritism and out-group derogation. Girls and children who perceived their gender as important viewed their in-group as having more positive than negative attributes and more positive and less negative attributes than the out-group. Boys and children who viewed gender as less important viewed both genders as having more positive than negative attributes. These results support Brewer’s (Journal of Social Issues 55:429–444, 1999) claim that in-group love and out-group hate are not reciprocally related.     

LITURGICALLY TRAINED MEMORY: A READING OF SUMMA THEOLOGIAE III.83

Drawing on Ciceronian rhetorical tropes, Thomas Aquinas treats the rite of the Eucharist in terms of the classical ars memoriae. The Eucharist, for Aquinas, is the schooling in desire whereby we are trained to order the associations of our memory to their proper objects in terms of their relations to God. He thus conceives of the liturgy of the Mass as rhetoric proper, which truly teaches, moves and delights. Since memory is the condition of all thought, as both Thomas and Augustine claim, the Eucharist is the “site” of all theological production, and therefore the liturgy is the art of memory of which all other similar arts are derivative.     

The supermom trap: Do involved dads erode moms' self‐competence?

Increasingly, husbands have been expected to share equally in the task of childrearing, especially when their wives are employed. This study examined reactions to these changes in a sample of 78 dual-earner couples with 8-month-old infants. When wives felt that their husbands were skillful caregivers, greater husbands' contribution to caregiving was associated with lower self-competence among wives. In contrast, wives' caregiving behavior was unrelated to their husbands' self-competence. None of these effects emerged for the self-liking component of self-esteem. Thus, despite increasingly egalitarian sex roles, employed mothers (but not their husbands) seem to be trapped between their desire for help with childrearing and the threat to their personal competence posed by failure to meet socially constructed ideals of motherhood.