Gender differences in STEM undergraduates' vocational interests: People–thing orientation and goal affordances

This study addressed why women have greater representation in some STEM (science, technology, engineering, and mathematics) fields compared to others by linking two theoretical approaches, people–thing orientation (PO, TO) and role congruity theory, which emphasizes occupation goal affordances associated with traditionally feminine and masculine roles. Vocational interest and goal affordance ratings (having a positive social impact, family, and occupation status) for occupations characterized as working with people or things were assessed in 1848 students (42% female; 81% white non-Hispanic) majoring in biology (gender balanced), non-biology STEM (male-dominated), and female-dominated health fields. Participant PO and TO interests were also collected. Results indicated that non-biology STEM majors showed lower PO and higher TO interests than biology and health majors. Non-biology STEM majors also endorsed PO and TO interests at similar levels, but the other two major groups indicated higher PO than TO. People Jobs were perceived to more likely afford goals related to family and positive social impact; whereas Thing Jobs were perceived to more likely afford status goals. Interest in People Jobs was similar for women in both STEM major groups. Female non-biology STEM majors were equally interested in People and Thing Jobs; whereas biology majors preferred People Jobs. PO, TO, and goal affordance ratings independently predicted interest in People and Thing Jobs, and gender accounted for very little additional variance. Taken together, the findings point to the importance of using both person–thing orientation and role congruity theory when explaining varied gender representations in different STEM fields.     

Engineering Values Into Genetic Engineering: A Proposed Analytic Framework for Scientific Social Responsibility

Recent experiments have been used to “edit” genomes of various plant, animal and other species, including humans, with unprecedented precision. Furthermore, editing the Cas9 endonuclease gene with a gene encoding the desired guide RNA into an organism, adjacent to an altered gene, could create a “gene drive” that could spread a trait through an entire population of organisms. These experiments represent advances along a spectrum of technological abilities that genetic engineers have been working on since the advent of recombinant DNA techniques. The scientific and bioethics communities have built substantial literatures about the ethical and policy implications of genetic engineering, especially in the age of bioterrorism. However, recent CRISPr/Cas experiments have triggered a rehashing of previous policy discussions, suggesting that the scientific community requires guidance on how to think about social responsibility. We propose a framework to enable analysis of social responsibility, using two examples of genetic engineering experiments.     

Trait emotional intelligence profiles of students from different university faculties

This study investigated the trait emotional intelligence (trait EI or trait emotional self‐efficacy) profiles of 512 students from five university faculties: technical studies, natural sciences, social sciences, arts, and humanities. Using the Trait Emotional Intelligence Questionnaire, it was hypothesised that (a) social sciences would score higher than technical studies in Emotionality, (b) arts would score higher than technical studies in Emotionality, (c) arts would score lower than technical studies in Self‐control, and (d) there would be an interaction between gender and faculty, whereby female students would score higher than male students within the social sciences only. Several other exploratory comparisons were also performed. Results supported hypotheses (a), (b), and (d), but not hypothesis (c), although the differences were in the predicted direction.     

Human food preferences and cultural identity: The case of Aragón (Spain)

This research aims to analyze the relationship between sociocultural values and human food preferences. The latter, as shown in this paper, are greatly influenced by cultural identity. This work stems from a theoretical context that originated in Europe and the United States towards the mid‐twentieth century, within the field of the anthropology of food. A qualitative and quantitative analysis has been performed in the Comunidad Autónoma de Aragón (Spain). Research methods include focus groups, in‐depth interviews, participant observation, and a questionnaire that was handed out to a representative sample of the Aragonese population (816 people over 21 years of age; confidence level of 95.5% and error margin of ±3.5). Regarding the research outcome, a highly significant qualitative and quantitative connection has been found between food selection and cultural identity. In other words, people prefer to consume foods that are symbolically associated with their own culture, in order to reinforce their sense of belonging. Although this study has been carried out in Aragón, it is our belief that the results can be generalized to other areas. The originality and interest of our findings are notable considering that, to date, few works have analyzed the sociocultural factors motivating food behavior. Moreover, these results could be used by public and private organizations to meet objectives such as health promotion and product marketing.     

Values and Antisocial Behavior Among Spanish Adolescents

A number of studies have indicated that delinquent adolescents have characteristic value systems. However, most of these studies have adopted a “known-groups” design—that is, they have compared institutionalized delinquents and non-institutionalized adolescents, assuming those adolescents to be non-delinquent. Designs of this type do not distinguish effectively between the statistical effects of delinquency and of institutionalization. In this study, the authors investigated relationships between values and self-reported antisocial behavior in three adolescent groups: 435 school-attending boys, 529 school-attending girls, and 95 delinquent boys in juvenile rehabilitation centers or prisons. The results indicate that antisocial behavior is associated with hedonistic values and a lack of interest in conventional values and social values. These relationships cannot be explained by the institutionalization effects.     

Effect of Color Coding on Visually Oriented Tests With Students of Different Cognitive Styles

The purpose of this study was to examine the effects that differentially coded (black and white and color) illustrations had on students (N = 117) who were classified as field dependent, field neutral, or field independent as a result of their performance on the visually oriented Group Embedded Figures Test (Witkin, Olt-man, Rashin, & Karp, 1971). Students were randomly assigned to two instructional treatments complemented by illustrations (black and white and colored). After receiving their respective treatments, students reviewed two visually oriented criterion tests. Two-way analyses of variance conducted on achievement scores indicated that field independents scored significantly higher than did field dependents on both visual tests, and differences between field-dependent and field-independent learners who received the color-coded treatments on the visual identification test were insignificant. Results indicate that field dependency is an important instructional variable and that for some types of learning objectives the process of color coding instructional materials may reduce achievement differences attributed to differences in cognitive style.     

Psychological Capital,Team Resources and Organizational Citizenship Behavior

The study aimed to examine the impact of team resources – learning values and team leader optimism – as moderating variables affecting the relationship between team psychological capital (PsyCap) and organizational citizenship behavior (OCB), measured as a team outcome. Eighty-two management teams involving 395 participants from educational organizations responded to a quantitative questionnaire. Hierarchical regression analyses confirmed interactive effects of both moderating variables, which serve as positive resources for the team by enhancing the impact of team PsyCap on the willingness of the team to engage in OCB. Team PsyCap functioned as a positive team resource that brings about an environment that induces exhibition of high levels of OCB. This relationship is strengthened when both team learning and team leader’s optimism are high. The findings provide support for the relevance of contingency theories by emphasizing the necessity of certain situational features existing in order to have an impact on organization outcomes. Theoretical and practical implications of the findings are discussed.     

A Developmental Analysis of Performance Ratings

In this study, we examined the performance appraisal process from a developmental perspective. Components of cognitive structure, measured in terms of differentiation and hierarchic integration, were obtained from 45 American students representing three different academic levels at three times during a 15-week semester. These students' performance evaluations (ratings) of their psychology instructors were collected during the first and final sessions. The results indicated that although both differentiation and hierarchic integration seemed to change systematically, even over a short period of time, there was no corresponding change in the halo inherent in the raters' ratings. We present possible explanations for the failure of developmental changes in cognitive structure to be reflected in the halo inherent in the performance ratings, as would be predicted by Schneier's (1977) cognitive compatibility hypothesis. Increased emphasis on developmental aspects of the performance appraisal process is recommended.     

Community Living Skills

Persons with chronic mental health problems are frequently found living in the community at varying quality of life levels. Though rehabilitation programs are suitable for patients with acute exacerbations of mental health pathology, these programs are necessary but not sufficient to meet the needs of the chronic person. Long-term reliance on biomedically-based rehabilitation can produce dependence on the system and maintain reliance on the "sick role" which is counterproductive for current trends related to deinstitutionalization and "least restrictive environment." The intent of this article is to focus on an one alternative service delivery model- psychoeducation. The potentials for this mode to normalize or maximize independence is discussed and two community living skills programs for the chronically mentally ill are described to exemplify the application of psychoeducation.     

INTEGRATING INTERIORITY IN COMMUNITY DEVELOPMENT

This article explores Integral community development; an approach that integrates material needs (such as economic growth, resource management, and decision-making structures) and interior needs (such as cultural, spiritual, and psychological wellness). Including “interiority” in development is unique to conventional and alternative development practices, and analysis suggests it is necessary for sustainability. Integral community development works in three domains of action/application, dialogue/process, and self-growth/reflection, and recognizes the importance of changes in worldviews. Using this approach in a case study in El Salvador, research outcomes showed increased collaboration and self-reflection, where economic objectives merged with equality and environmental concerns.