Sex role egalitarianism as a moderator of gender congruence bias in evaluation

Sex-role egalitarianism, or the degree to which one perceives the gender of an individual to be independent of his/her abilities, rights and opportunities, was tested as a moderator of gender congruence in the evaluation of job applicants. It was hypothesized that scores on a measure of sex role egalitarianism would moderate the evaluation of female or male applicants in masculine-typed, neutral, or feminine-typed occupations. It was expected that the biases against an individual applying for a gender-atypical occupation would be reduced by a high degree of egalitarianism, whereas in neutral occupations, no bias would occur. A sample of 144 undergraduates participated in the study. Results from a sample composed mostly of white undergraduates supported part of this hypothesis with a three-way interaction between gender of applicant, gender type of occupation and sex role egalitarianism. In addition, the characteristics exhibited by the egalitarianism measure used in this investigation provided some interesting insights into the psychometric properties of the construct. Implications of these findings are discussed.     

Gender role and attitudes toward rape in male and female college students

This study examined the relationship between college students' gender roles and attitudes toward rape. Subjects were 145 male and 374 female college students with a mean age of 20.1 years. The institution has a 12.5% minority population. Subjects received a questionnaire packet containing the Bem Sex Role Inventory (BSRI), an acquaintance or stranger rape scenario, a questionnaire designed to assess attitudes toward the scenario, the short version of the Attitudes Towards Women Scale (AWS), the Rape Myth Acceptance Scale (RMAS), and the Attitudes Toward Rape questionnaire (ATR). It was hypothesized that participants classified as masculine according to the BSRI would believe in more rape myths, hold more pro-rape attitudes, and believe in more traditional gender roles than would those who were classified as feminine, androgynous, or undifferentiated. A gender by gender role interaction on the AWS revealed that feminine and androgynous men were exceptions to the pattern that men had significantly less egalitarian views than women. Responses to the scenario questionnaire suggested that women and men view acquaintance rape differently, and that men may experience more attitude change as a result of a rape awareness workshop than women.     

Of Waters and Women: The Philosophy of Luce Irigaray

This article reviews three recent books that enhance our understanding of the work of French feminist Luce Irigaray: Marine Lover of Friedrich Nietzsche and The Irigaray Reader (both by Irigaray), and Philosophy in the Feminine, a commentary on Irigaray's work by Margaret Whitford. The author emphasizes a dynamic reading of Irigaray's philosophy and integrates theoretical concepts with poetic/utopian passages from the works.     

Preventive and corrective maintenance of access to knowledge

Access to large portions of our knowledge is unstable, so that recall fluctuates depending upon momentary context. Laboratory interventions can stabilize access for a time, either by preventing the loss of precarious access (preventive maintenance) or by re-establishing lost access (corrective maintenance). This paper describes two methods of measuring the magnitude and duration of such intervention effects. Preventive maintenance effects are measured by the degree and the persistence of asymmetry of up- versus down-fluctuations on successive attempts to recall. The preventive maintenance effect of a single successful recall trial has a half-life in excess of 1 month. The methods are suitable for comparing the effectiveness of various schedules and types of maintenance interventions for a variety of semantic memory content and for diverse subject populations.     

Crisis of the Educated Subject: Insight from Kristeva for American Education

The contemporary crisis in AmericanEducation that has resulted in Bush sponsoredfederal legislation for accountability andstandardized testing is the setting for anessay introducing the work of Frenchphilosopher, Julia Kristeva. The comparison isbetween an ``educated subject'' that might wellcome to be constituted in schooling at presentand a ``subject-in-process.'' In a strikinglydifferent vision of human potential, the latterindividual, with open-ended, non-perfectdevelopment, entails the possibility ofpersonal, societal and educational change.Kristeva's theory, based greatly in areinterpretation of Freud, and incorporatingthe semiotic, abjection and love, and revolt iscentral.     

Does theoretical background influence therapists' attitudes to therapist self‐disclosure? A qualitative study

Aims: This study investigated therapists' attitudes towards therapist self‐disclosure over different theoretical orientations and to establish how classical theoretical background and training effected and informed practice. Classical theoretical background was intended to refer to traditional Psychodynamic understanding. Method: Participants were experienced therapists drawn from four groups by a recruitment screening measure. Three groups were from the students’ cohort within a university Masters programme in Psychological Therapies. Participants were practicing from CBT, Systemic and Psychodynamic orientations. A further group was drawn from Person‐Centred therapist/trainers at a further education College. Data was gathered using focus groups and analysed using thematic analysis. Findings: Three major and one lesser theme emerged. These revealed that there was a spectrum of willingness to disclose throughout all groups, classical training influenced all participants; total restriction of TSD was impracticable and attitudes were affected by concerns for the therapeutic relationship. Implications for practice: TSD needs to be more thoroughly explored within therapy training and supervision. A structured framework could help inform practice. Conclusions: The study supported the idea that Classical Training influenced TSD.     

Fifty years of memory of college grades: accuracy and distortions

One to 54 years after graduating, 276 alumni correctly recalled 3,025 of 3,967 college grades. Omission errors increased with the retention interval, and better students made fewer errors. Accuracy of recall increased with confidence in recall. Eighty-one percent of commission errors inflated the actual grade. Distortions occur soon after graduation, remain constant during the retention interval, and are greater for better students and for courses students enjoyed most. Confidence in recall is unrelated to distortion. Courses that were not freely recalled, but had to be cued, were recalled less accurately and with less distortion. The data support a supplementary theory of memory distortion. The theory assumes that forgetting and distorting memory content are relatively independent processes, that relevant generic memories are used to fill in gaps after episodic memory fails, that systematic distortions affect autobiographical content that is emotionally and motivationally valenced, and that most individuals supplement with content that is emotionally more gratifying than the veridical content. The data conflict with dynamic displacement theories according to which screen memories actively block access to unpleasant veridical content.     

Work potential of road accident survivors with post-traumatic stress disorder

Work potential in adult survivors of road accidents with and without post-traumatic stress disorder (PTSD) was examined at a mean of 8.6 months (SD = 3.77) post-accident. All participants were working prior to their accident. Results showed that survivors with PTSD had significantly less work potential post-accident than survivors without PTSD. Specific barriers to employability for survivors with PTSD identified by this study included high levels of depression, reduced time-management ability, and an over-concern or anxiety with physical injuries. Respondents with PTSD, however, reported significantly greater extrinsic motivation to work than those without PTSD. Early intervention and referral to occupational rehabilitation programs that: (1) help address these barriers to employability and stimulate the existing motivation to return to work, and (2) work alongside clinical treatment programs, may assist in the reduction of poor work outcomes that people with PTSD following road accidents often experience.