Wimpy and undeserving of respect: Penalties for men’s gender-inconsistent success

Results of an experimental study varying the sex of the employee and the gender-type of the job demonstrated that men, as well as women, are penalized when they are successful in areas that imply that they have violated gender norms. But the nature of these penalties differed. When depicted as being successful at a female gender-typed job, men were characterized as more ineffectual and afforded less respect than women successful at the same job or than men successful in a gender-consistent position. Women, in contrast, were more interpersonally derogated and disliked when said to be successful at a male gender-typed job. Regardless of these differing characterizations, both men and women successful in gender-inconsistent jobs were reported to be less preferable as bosses than their more normatively consistent counterparts. These results suggest that success, when it violates gender norms, can be disadvantageous for both men and women, but in different ways.     

L’insertion professionnelle des enseignants débutants au Québec

With an aim of checking if educational circles took into account the professional induction of their beginning teachers, in the context of the renewed teacher educational formation, we investigated the working experience of newly graduated high-school teachers from University of Montreal in the years 1998-1999-2000. This study also tries to see if the renewed teacher educational formation inaugurated in 1994 plays a facilitating role in the beginning high school teachers’ induction and if professional exhaustion is part of their problems. The results obtained indicate that 94 % (N=165 out of 176) of the beginners participating in our study considered to have succeeded in their professional insertion. Most of them find their initial formation adequate. They say to be especially satisfied of the quantity and quality of the training courses and state that their formation covers well the various aspects of the actual teacher’s task. Beginners also find that school Commissions should greatly improve their facilitating measures of professional insertion. The results of the investigation showed that the professional insertion of the beginners is more difficult in the absence of helping measures. Finally, although the majority of beginners complain about the heaviness of their task, the investigation reveals that professional exhaustion does not play a part in the success or failure of their induction.     

The influence of T-shirt graphics on perceptions and behavioral intentions

Do graphics on clothing drive perceptions? We used a between group design to test if athletic, academic, or suggestive graphics on clothing differentially influence perceptions and behavioral intentions. In study 1, participants (N = 199) rated five female t-shirt models, and in study 2 and 3, participants rated five male t-shirt models (N = 120) or university students (N = 50). Analyses of variance controlling for sex (ANCOVA) showed participants were least likely to want to interact with models/students wearing sexually suggestive graphics: Study 1, F(3,165) = 30.263, p < .001, η_p ²  = .30, power = 1.00; Study 2, F (3,119) = 11.630, p < .000, η_p ² = .234, and Study 3, F(1, 42) = 12.578, p < .000. Participants did not rate models in the academic and athletic graphic shirts differently from models with plain white shirts. Results support the concept that people form different perceptions based upon the clothing a person wears, changing behavioral intentions. Neither sex role ideation (Study 1) or sexism (Study 2) were significant covariates of perceptions and intentions.     

Getting off on the right foot: The role of openness to experience in fostering initial trust between culturally dissimilar partners

Cross-cultural partnerships can provide a competitive edge for organizations, but also hinder trust between individuals, and thus the flow of diverse knowledge that facilitates positive organizational outcomes. We investigate whether openness to experience (openness, in short) protects against lower trust in cross-cultural partnerships by weakening the effect of cultural diversity on trust formation processes (defined by perceived similarity and trustworthiness, serially). We randomly assigned White, American participants to partners from either the same or different (i.e., Chinese) cultural background. After introductions, participants rated their partner’s similarity and trustworthiness, and played a game assessing behavioral trust. Openness was measured 3–7 days prior. People high (versus low) on openness were more trusting towards culturally dissimilar partners because they perceived them as more similar, and thus more trustworthy.     

Political ideology predicts attitudes toward moral transgressors

We combine recent theoretical advances in the study of morality with a growing interest in the predictive power of political ideology to test new hypotheses concerning impression formation. In two experiments (total N = 3881), newly-formed attitudes depended upon United States citizens’ political ideology and the moral content of the attitude induction. Specifically, when forming impressions of a person violating moral foundations of Care/Fairness, political liberals disliked the person more than did conservatives. In contrast, when forming impressions of a person violating moral foundations of Loyalty/Authority/Purity, conservatives disliked the person more than did liberals. This work establishes that ideological differences are important not only for long-standing attitudes and judgments, but create attitudinal divides at the earliest stages of evaluation.     

SCIENCE,RELIGION, AND ETHICS: A RESPONSE TO MICHAEL J. REISS

The respondent agrees with Michael Reiss's general diagnosis of the rudderless state of ethics in our modern society, but not with all of his account of its causes or possible solutions. Scripture has always been limited in terms of direct moral commands, and secular ethics has, since Aristotle at least, been influential in directing Christian understanding of the “good life.” Ethics must be based in biology, but evolutionary biology can tell us more readily what is, than guide us into “what ought” to be. Christian teaching classically emphasized moral formation, grounded in the understanding that we are creatures of a good Creator. We have our being as gift, and human life flourishes when oriented to the Good.     

More than words: Judgments of politicians and the role of different communication channels

We collected short video clips of speakers and created five types of stimuli: (1) the original videos, (2) the audio tracks only, (3) single pictures only, (4) speech content, and (5) stick-figure animations displaying body motion. Participants rated these stimuli on a brief Big Five personality inventory. We then used ratings of the incomplete information conditions to predict ratings of the original video condition. Impressions in the audio track condition were strong predictors throughout all trait ratings. However, other cues were also non-negligible contributors to an overall impression. People even make sense of parsimonious cues, e.g., an animated stick-figure. Thus, presenters on a public stage are not only judged by what they say but also by how they move.     

Children's and adults' understanding of the impact of nutrition on biological and psychological processes

Four studies examined children's and adults' beliefs about the impact of nutrition on growth and mood states. In Studies 1 and 2, 271 participants (preschoolers through adults) judged the impact of healthy and unhealthy nutrition on height and weight. In Studies 3 and 4, 267 participants judged the impact of healthy and unhealthy nutrition on positive and negative mood states. The results suggest that young children demonstrate a co‐existence of an ontologically distinct theory of biology as well as a theory of cross‐domain interaction when reasoning about the impact of food on biological and psychological processes.     

The affiliative consequences of same-race and cross-race mimicry

ABSTRACT

Few studies have replicated and extended the classic mimicry → liking effect. The present research sought to (a) replicate the affiliative consequences of mimicry; (b) test whether the affiliative consequences hold in a context where mimicry may not be normative (i.e., cross-race interactions); and (c) investigate how excluded individuals respond to same- versus cross-race mimicry and non-mimicry. Participants wrote about a control topic or social exclusion and then engaged in a brief laboratory interaction in which they were mimicked or not mimicked by a confederate who was either same-race or cross-race. Then they reported how much they liked the confederate. Within the control condition, the effect of mimicry on affiliation depended on the race of the confederate – but this pattern did not emerge for excluded individuals. The study was unable to conclusively replicate and extend previous findings. The authors make recommendations to promote a more cumulative science of behavioral mimicry.