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Past research in social psychology has explored the effects of considering a given policy or issue from different perspectives. In the case of political information, for example, this might mean thinking about broad systemic factors or values that cause an outcome or alternatively focusing on the local actors who are responsible for and/or affected by that system. In the present studies, we explore whether beliefs about systemic (vs. personal) features of social class are more effective at predicting their positions about policies or norms that change inequality. Results consistently showed that system-level perceptions of social class were more predictive of support for social change than perceptions of personal disadvantage. We discuss the implications of these findings for work on the psychology of inequality.

Dominant groups (e.g., White U.S. citizens) are more associated with American identity and they feel greater ownership over American national identity compared to ethnic minority groups. We extended this perception to gender and tested whether American national identity is constructed in masculine, versus feminine, terms. We examined whether U.S. men feel greater symbolic ownership over the nation and represent what it means to be a prototypical American, more than U.S. women. In Study 1, men and women considered male-associated traits more American than female-associated traits and listed more men as examples of true Americans than women. In Study 2, men reported higher levels of nationalism than women. Women's nationalism was moderated by their conception of male-associated traits as Americanwomen who viewed American identity as more masculine were less nationalistic. Men showed a stronger correlation between gender identity and American identity compared to women. However, correlations between gender identity and nationalism did not differ by participant gender. Results suggest men and masculinity are considered more American than are women and femininity. We provide support for the subgroup asymmetry hypothesis through the novel lens of gender. We discuss means of attenuating the gendered construction of national identity in terms of media, policy, and education. Additional online materials for this article, including study materials, a podcast interview with the author, and slides for instructors who want to use this article for teaching, are available on PWQ's website at http://journals.sagepub.com/doi/suppl/10.1177/0361684317707710