GENDER DIFFERENCES IN SALARY EXPECTATIONS WHEN CURRENT SALARY INFORMATION IS PROVIDED

It was hypothesized that current gender differences in salary expectations arise from women's lack of accurate salary information. Current salary information was provided for a sample of upcoming university graduates. Contrary to expectations, large gender differences in salary expectations continued in spite of subjects' knowledge of current salary data. Alternative explanations are discussed.     

Conflits et stratégies suscités par l'innovation

L'auteur examine les raisons des résistances induites par le changement technique en insistant sur la dévalorisation du statut des personnes touchées. Puis il présente la tentative de formalisation des organisations par l'informatique centralisée avant de montrer que l'acceptation de l'innovation passe par une négociation ménageant les objectifs défendus par les utilisateurs. Mais l'exécutant peut aussi s'approprier la technique et l'exploiter pour développer une stratégie de pouvoir. Des exemples sont pris dans des domaines variés: industrie, enseignement, administration, politique, agriculture, secteur médical.
This article examines the reasons of resistances caused by technical change with a special emphasis on status devaluation of persons concerned. The author continues with a discussion of management's attempt to control the work process in introducing centralized computer-based information systems, before arguing that innovation acceptance calls for a negotiation saving user's aims. But workers can also appropriate the technology and exploit it to develop a power strategy. Examples are chosen in a variety of sectors: industry, teaching, administration, politics, agriculture, medicine.     

College-bound students: are we meeting their needs?

This research investigated the relationship of educational level and marital status of parents, number of children in the family, and family stability to the social, emotional, and academic development of college-bound students. Subjects were 52 tenth-grade college-preparatory students from a southern public high school. Data were collected using the Measures of Psychosocial Development (MPD), the School Environment Preference Survey (SEPS), and the Study Attitudes and Methods Survey (SAMS). Results of a multivariate analysis of variance indicated significant differences in autonomy, initiative, ego integrity, guilt, isolation, academic interest, study methods, manipulation, and alientation toward authority. Implications for school personnel are noted.     

Comorbid Problems in ADHD: Degree of Association,Shared Endophenotypes,and Formation of Distinct Subtypes. Implications for a Future <Emphasis Type="Italic">DSM</Emphasis>

We aimed to assess which comorbid problems (oppositional defiant behaviors, anxiety, autistic traits, motor coordination problems, and reading problems) were most associated with Attention-Deficit/Hyperactivity Disorder (ADHD); to determine whether these comorbid problems shared executive and motor problems on an endophenotype level with ADHD; and to determine whether executive functioning (EF)—and motor-endophenotypes supported the hypothesis that ADHD with comorbid problems is a qualitatively different phenotype than ADHD without comorbid problems. An EF—and a motor-endophenotype were formed based on nine neuropsychological tasks administered to 816 children from ADHD—and control-families. Additional data on comorbid problems were gathered using questionnaires. Results indicated that oppositional defiant behaviors appeared the most important comorbid problems of ADHD, followed by autistic traits, and than followed by motor coordination problems, anxiety, and reading problems. Both the EF—and motor-endophenotype were correlated and cross-correlated in siblings to autistic traits, motor coordination problems and reading problems, suggesting ADHD and these comorbid problems may possibly share familial/genetic EF and motor deficits. No such results were found for oppositional defiant behaviors and anxiety. ADHD in co-occurrence with comorbid problems may not be best seen as a distinct subtype of ADHD, but further research is warranted. Electronic supplementary material  The online version of this article (doi:) contains supplementary material, which is available to authorized users.     

Catching up with wonderful women: The women‐are‐wonderful effect is smaller in more gender egalitarian societies

Inequalities between men and women are common and well‐documented. Objective indexes show that men are better positioned than women in societal hierarchies—there is no single country in the world without a gender gap. In contrast, researchers have found that the women‐are‐wonderful effect—that women are evaluated more positively than men overall—is also common. Cross‐cultural studies on gender equality reveal that the more gender egalitarian the society is, the less prevalent explicit gender stereotypes are. Yet, because self‐reported gender stereotypes may differ from implicit attitudes towards each gender, we reanalysed data collected across 44 cultures, and (a) confirmed that societal gender egalitarianism reduces the women‐are‐wonderful effect when it is measured more implicitly (i.e. rating the personality of men and women presented in images) and (b) documented that the social perception of men benefits more from gender egalitarianism than that of women.