Contrapower Harassment in Academia: A Survey of Faculty Experience with Student Incivility, Bullying, and Sexual Attention

This study defines contrapower harassment in academia as student incivility, bullying, and sexual attention aimed at faculty. A U.S., Alaskan sample of 399 professors (50% women, 88% white) at the state’s largest public university was surveyed about their experience with contrapower harassment. Although men reported more sexual attention from students and comparable levels of student incivility–bullying, women reported that such behaviors were more upsetting and had a greater negative impact on their health and work-lives; they were also more likely to take action following such experiences than men. Tenure-track faculty appear to be at increased risk of student hostility. Discussion focuses on how gender and other markers of socio-cultural or institutional power relate to the experience of contrapower harassment.     

When goals constrain: Eye movements and memory for goal‐Oriented map study

Perspective goals, such as studying a map to learn a route through an environment or the overall layout of an environment, produce memory congruent with the goal‐directed rather than the studied perspective. One explanation for this finding is that perspective goals guide attention towards actively gathering relevant information during learning. A second explanation is that information is automatically organized into a goal‐congruent spatial model that guides retrieval. Both explanations predict goal‐congruent memory, but only the former one predicts eye movement differences during study. The present experiment investigated the effect of perspective goals on eye movement during map study and the flexibility of resulting spatial memories. Results demonstrate eye movements towards goal‐congruent map elements during learning, and lasting memory effects at test. These findings carry implications for the design of adaptive hand‐held and in‐vehicle navigation interfaces that accommodate for varied user goals. Copyright © 2008 John Wiley & Sons, Ltd.     

Equity Sensitivity Revisited: Contrasting Unidimensional and Multidimensional Approaches

Purpose  Past research has shown little support for direct relationships between equity sensitivity and various equity-relevant criteria. Recent work by Davison and Bing (J Manag Issues 20: 131–150, 2008) suggests that equity sensitivity consists of separate input- and outcome-focus dimensions and that these dimensions are associated with such criteria in an interactive fashion. The current study extends this research by theoretically strengthening and empirically testing their two-dimensional model. Design/methodology/approach  We surveyed adults who were working at least 30 h a week at three time periods to temporally separate measurement of predictors and criteria (n = 172). Findings  Results provide support for the two-dimensional model. Input and outcome focus interacted to explain variance in individuals’ satisfaction and self-reported job performance even after controlling for demographic characteristics, personality, and social desirability. By contrast, the original ESI only significantly predicted one of 10 dependent variables. Implications  Whereas a ratio has been historically used as the basis for evaluating equity, employing independent dimensions and investigating their interaction seems more appropriate to assess individuals’ equity sensitivity. The current study suggests a multidimensional measure of equity sensitivity may better reflect the original theoretical underpinnings of the construct. Originality/value  The current study enhances our understanding of equity theory in general, and equity sensitivity in particular, by drawing attention to the multidimensional nature of the equity sensitivity construct. In particular, it extends the work of Davison and Bing (J Manag Issues 20: 131–150, 2008) by revisiting Huseman et al.’s (Acad Manag Rev 12: 222–234, 1987) original conceptualization of equity sensitivity. In doing so, we broaden its utility as a potential unique predictor of organizationally relevant criteria.     

Whatever happened to vocational guidance?

In the 1950s, vocational guidance was dominated by the aim of helping clients to find fulfilment through their work. Since then this 'vocational aim' has been diluted by a flood of developments in vocational theory and research, in counselling practices, and particularly in the nature of work and the patterns of careers. The impact of these various changes on vocational guidance over a period of nearly 40 years is assessed; and the author asks whether it is now feasible, or desirable, to retain the vocational aim.