2001 Division 35 Presidential Address: Context Matters: Understanding Tokenism Processes and their Impact on Women's Work

Research on tokenism processes is reviewed and coalesces around two conclusions. First, gender constructs different social contexts for token women and for token men. Second, gender is most usefully conceptualized as a status variable, not something internal to the individual. Gender serves as a status marker such that women's subordinated status intersects with other indicators of status, such as race/ethnicity, and token difference to produce negative and variable outcomes for women not experienced by similarly underrepresented men. Thus, reducing negative tokenism outcomes, most notably unfavorable social atmosphere and disrupted colleagueship, can be done effectively only by taking gender status and stereotyping into consideration. These findings have applied implications for women's full inclusion in male-dominated occupations.     

"Outsider Within" the Firehouse: African American and White Women Firefighters

Prior findings regarding (a) the subordination of African American women firefighters through imposed exclusion, (b) expanded definitions of tokenism and workgroup composition, and (c) the omnirelevance of race/ethnicity in Black women's perceptions of work experiences are extended to White women firefighters. A nationwide sample of 24 White women firefighters completed a 20-page survey and 1 hr interview developed from these previous findings. Both groups experienced insufficient instruction, hostility, silence, hyper-supervision, lack of support, and stereotyping and supportive as well as strained relationships with coworkers. Specific enactments of these global commonalties often varied along racial/ethnic lines. The present data, which start with the experiences of Black women then examine the experiences of White women, model an important methodological approach for understanding difference.     

In their words: Connecting on‐line weblogs to developmental processes

This paper seeks to connect adolescents' communication within on‐line weblogs or blogs to developmental processes. A total of 195 English language blogs written by self‐identified 14‐ to 18‐year‐olds were selected; three entries from each blog were analysed, resulting in a sample of 585 entries. Blogger demographics, self‐presentation, and blog entries (format, style, content, and tone) were coded. The blog authors in our sample were overwhelmingly female and lived within the US; the majority were between 15‐ and 16‐years of age. Bloggers utilized usernames and userpictures for self‐presentation and in addition to gender, frequently presented information about their age and location. The majority of the entries used text, were narrative and reflective in style, and contained themes related to their authors' peers and everyday life. Emotional tone was present and entries with romantic, identity, and future‐related themes often contained emotional tone. Blog authors seemed to be using blogs to create narratives and to reflect about the people and events in their lives. Our results show that adolescent bloggers project off‐line themes to their blogs, suggesting that their on‐line and off‐line contexts are psychologically connected.