Evidence that gendered wording in job advertisements exists and sustains gender inequality

Social dominance theory (Sidanius & Pratto, 1999) contends that institutional-level mechanisms exist that reinforce and perpetuate existing group-based inequalities, but very few such mechanisms have been empirically demonstrated. We propose that gendered wording (i.e., masculine- and feminine-themed words, such as those associated with gender stereotypes) may be a heretofore unacknowledged, institutional-level mechanism of inequality maintenance. Employing both archival and experimental analyses, the present research demonstrates that gendered wording commonly employed in job recruitment materials can maintain gender inequality in traditionally male-dominated occupations. Studies 1 and 2 demonstrated the existence of subtle but systematic wording differences within a randomly sampled set of job advertisements. Results indicated that job advertisements for male-dominated areas employed greater masculine wording (i.e., words associated with male stereotypes, such as leader, competitive, dominant) than advertisements within female-dominated areas. No difference in the presence of feminine wording (i.e., words associated with female stereotypes, such as support, understand, interpersonal) emerged across male- and female-dominated areas. Next, the consequences of highly masculine wording were tested across 3 experimental studies. When job advertisements were constructed to include more masculine than feminine wording, participants perceived more men within these occupations (Study 3), and importantly, women found these jobs less appealing (Studies 4 and 5). Results confirmed that perceptions of belongingness (but not perceived skills) mediated the effect of gendered wording on job appeal (Study 5). The function of gendered wording in maintaining traditional gender divisions, implications for gender parity, and theoretical models of inequality are discussed.     

On the perpetuation of ignorance: system dependence, system justification, and the motivated avoidance of sociopolitical information

How do people cope when they feel uninformed or unable to understand important social issues, such as the environment, energy concerns, or the economy? Do they seek out information, or do they simply ignore the threatening issue at hand? One would intuitively expect that a lack of knowledge would motivate an increased, unbiased search for information, thereby facilitating participation and engagement in these issues-especially when they are consequential, pressing, and self-relevant. However, there appears to be a discrepancy between the importance/self-relevance of social issues and people's willingness to engage with and learn about them. Leveraging the literature on system justification theory (Jost & Banaji, 1994), the authors hypothesized that, rather than motivating an increased search for information, a lack of knowledge about a specific sociopolitical issue will (a) foster feelings of dependence on the government, which will (b) increase system justification and government trust, which will (c) increase desires to avoid learning about the relevant issue when information is negative or when information valence is unknown. In other words, the authors suggest that ignorance-as a function of the system justifying tendencies it may activate-may, ironically, breed more ignorance. In the contexts of energy, environmental, and economic issues, the authors present 5 studies that (a) provide evidence for this specific psychological chain (i.e., ignorance about an issue → dependence → government trust → avoidance of information about that issue); (b) shed light on the role of threat and motivation in driving the second and third links in this chain; and (c) illustrate the unfortunate consequences of this process for individual action in those contexts that may need it most.     

Divergent effects of activating thoughts of God on self-regulation

Despite the cultural ubiquity of ideas and images related to God, relatively little is known about the effects of exposure to God representations on behavior. Specific depictions of God differ across religions, but common to most is that God is (a) an omnipotent, controlling force and (b) an omniscient, all-knowing being. Given these 2 characteristic features, how might exposure to the concept of God influence behavior? Leveraging classic and recent theorizing on self-regulation and social cognition, we predict and test for 2 divergent effects of exposure to notions of God on self-regulatory processes. Specifically, we show that participants reminded of God (vs. neutral or positive concepts) demonstrate both decreased active goal pursuit (Studies 1, 2, and 5) and increased temptation resistance (Studies 3, 4, and 5). These findings provide the first experimental evidence that exposure to God influences goal pursuit and suggest that the ever-present cultural reminders of God can be both burden and benefit for self-regulation.     

Attitudes toward psychotropic medications

Attitudes and beliefs towards psychotropic medication were evaluated among psychiatric outpatients, patients receiving buprenorphine treatment for substance abuse, and a group who reported never having used psychotropic medications (non-users). The Drug Attitude Inventory scale and the Beliefs about Medicines Questionnaire General were used to assess attitudes and beliefs of 49 participants. Non-users exhibited more negative attitudes and beliefs toward psychotropic medication than both psychiatric groups.     

The nature of phonological processing in oral reading: Evidence from surface dyslexia

Investigation of a neurological patient (PT) who presents with a relatively pure disorder of reading was carried out. His performance on a number of oral reading tasks was very similar to that of the surface dyslexic patient (HTR) reported by Shallice, Warrington and McCarthy (1983). Both patients showed an effect of “degree” of regularity in terms of accuracy of reading response. PT did not, however, show an effect of “typicality of divergence”, which was considered by Shallice and his colleagues to be responsible for the former effect. The size of orthographic-phonological unit operational in PT's oral reading was experimentally determined. PT appeared to rely on grapheme-phoneme correspondences that were assigned in a probabilistic rather than an “all-or-none” manner. No evidence for the existence of the sub-syllable as an independent unit was found. In contrast, this unit apparently mediated the performance of skilled adult readers. Implications of these results for models of the phonological route are discussed.