Search

Three studies investigated attitudes toward traditional parents (stay-at-home mothers and employed fathers) and nontraditional parents (stay-at-home fathers and employed mothers) among adult men and women. Using a between-subjects design, Study 1 found that nontraditional parents were liked significantly less than traditional parents. Participants also believed that stay-at-home fathers were not regarded highly by others. Study 2 replicated these results using a within-subjects design, suggesting that participants felt little compunction about expressing negative attitudes toward nontraditional parents. Study 3 further found that employed mothers were less disliked when described as working out of financial necessity rather than for personal fulfillment. Both male and female participants reported negative evaluations of employed mothers and stay-at-home fathers, suggesting that prescriptive gender role stereotypes represent a consensual ideology shared by men and women.

Two experimental studies examined the effect of power-seeking intentions on backlash toward women in political office. It was hypothesized that a female politician's career progress may be hindered by the belief that she seeks power, as this desire may violate prescribed communal expectations for women and thereby elicit interpersonal penalties. Results suggested that voting preferences for female candidates were negatively influenced by her power-seeking intentions (actual or perceived) but that preferences for male candidates were unaffected by power-seeking intentions. These differential reactions were partly explained by the perceived lack of communality implied by women's power-seeking intentions, resulting in lower perceived competence and feelings of moral outrage. The presence of moral-emotional reactions suggests that backlash arises from the violation of communal prescriptions rather than normative deviations more generally. These findings illuminate one potential source of gender bias in politics.

Ego-justifying, group-justifying, and system-justifying motivations contribute to base-rate respect. People tend to neglect (and use) base rates when doing so allows them to draw desired conclusions about matters such as their health, the traits of their in-groups, and the fairness of the social system. Such motivations can moderate whether people rely on the rule-based versus associative strategies identified by Barbey & Sloman (B&S).

Despite evidence that gender biases contribute to the persistent underrepresentation of women in science, technology, engineering, and mathematics, interventions that enhance gender bias literacy about these fields remain rare. The current research tested the effectiveness of two theoretically grounded sets of videos at increasing gender bias literacy as characterized by (a) awareness of bias, (b) knowledge of gender inequity, (c) feelings of efficacy at being able to notice bias, and (d) recognition and confrontation of bias across situations. The narrative videos utilized entertaining stories to illustrate gender bias, while the expert interview videos discussed the same bias during an interview with a psychology professor. The narrative videos increased participants' immersion in the story and identification with characters, whereas the expert interviews promoted logical thinking and perceptions of being knowledgeable about gender bias facts. Compared with control videos, the narrative and expert interview videos increased awareness of bias (Experiments 1 and 2) and influenced knowledge of gender inequity, self-efficacy beliefs, and the recognition of bias in everyday situations (Experiment 2). However, only the expert interview videos affected participants' intentions to confront unfair treatment. Additional online materials for this article are available to PWQ subscribers on PWQ's website at http://pwq.sagepub.com/supplemental [ABSTRACT FROM AUTHOR]

Mounting experimental evidence suggests that subtle gender biases favoring men contribute to the underrepresentation of women in science, technology, engineering, and mathematics (STEM), including many subfields of the life sciences. However, there are relatively few evaluations of diversity interventions designed to reduce gender biases within the STEM community. Because gender biases distort the meritocratic evaluation and advancement of students, interventions targeting instructors' biases are particularly needed. We evaluated one such intervention, a workshop called "Scientific Diversity" that was consistent with an established framework guiding the development of diversity interventions designed to reduce biases and was administered to a sample of life science instructors (N = 126) at several sessions of the National Academies Summer Institute for Undergraduate Education held nationwide. Evidence emerged indicating the efficacy of the "Scientific Diversity" workshop, such that participants were more aware of gender bias, expressed less gender bias, and were more willing to engage in actions to reduce gender bias 2 weeks after participating in the intervention compared with 2 weeks before the intervention. Implications for diversity interventions aimed at reducing gender bias and broadening the participation of women in the life sciences are discussed., (© 2016 C. A. Moss-Racusin et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).)