Psychwatch 2012

Total Page:16

File Type:pdf, Size:1020Kb

Psychwatch 2012 psychwatch The newsletter of the Department of Psychology at Northwestern University 2012 2 0 0 8 New Faculty Profiles: Edith Chen and Gregory Miller ABOut PsYChWAtCh PsychWatch is a newsletter for alum- ni, faculty, and friends of the Depart- ment of Psychology at northwestern university. the graphics in the mast- head of the newsletter are details from the lights in the swift hall entry, a distinctive architectural feature of our historic building. Your comments are always welcome. Please contact us either by mail, at PsychWatch, De- partment of Psychology, northwest- ern university, 2029 sheridan Road, evanston, IL 60208; or e-mail at: [email protected]. Chair: Dan McAdams edith & Greg with their son, Jonah (age 6) editors: Katie Meyer & Ben Gorvine Design: Robert Grillo Creative, Inc. he Psychology Department is excited to medical problems. Professor Chen focuses on Printer: elk Grove Graphics Inc. welcome two new professors, Edith Chen childhood health problems such as asthma, and T and Greg Miller, to our department this year. also does work on understanding the neighbor- Professor Chen and Miller are a husband-and-wife hood, family, and individual psychological factors team coming to Northwestern from the University that contribute to health disparities. of British Columbia. Both are health psycholo- Professor Miller has always been interested in In thIs Issue gists who will have joint appointments with the health psychology, but Professor Chen had a more Psychology Department and the Institute for Policy varied academic path. She received her bachelor’s new Faculty Profiles: Research. They will be the first health psychologists in the history of science from Harvard University, edith Chen & Gregory Miller ......................1,3 to join the faculty, and the department is thrilled and then decided to switch to psychology for her A note From the Chair: .................................2 to be able to expand into this important area of doctorate at University of California, Los Angeles. psychology. She started out studying anxiety disorders, but Distinguished Faculty Profile: The research of Professor Chen and Miller over time her interests shifted toward health psy- satoru suzuki .................................................3 relate to how socioeconomic status, poverty, and chology as a function of the people she met and early life conditions affect physical health later in with whom she collaborated. One of these people Distinguished Alumna Profile: life. They study the psychological and biological was Greg Miller; the two met in graduate school at Marilyn Brewer...............................................4 pathways that can explain the relationship as well UCLA and first bonded over their shared academic Distinguished staff Profile: as the protective factors that can buffer people interests. tomeka Bolar ..................................................5 from lower socioeconomic backgrounds. While When asked how they balance their profes- they do a lot of overlapping research, they also sional and personal lives, the husband-and-wife Degree Recipients .....................................6-7 have independent specialties. Professor Miller fo- pair said simply, “We do our best work together.” cuses specifically on the effects of stress. He studies They are excited to have the opportunity to work Awards .............................................................8 how stress plays out in the body biologically, and together in their new jobs, and they will be starting Alumni news ....................................................9 how stressors that occur during early life can get a joint research lab in the fall. They feel grateful to biologically embedded and impact people’s risk for have found a place for both of them at Northwest- Psychology Faculty ...................................10-11 continued on page 3 Alumni Questionnaire ..................................12 psychwatch The newsletter of the Department of Psychology at Northwestern University A Note from the Chair by Dan P. McAdams reetings from Northwestern! The most important thing that faculty In my remarks to the graduating members in the Psychology Department do is to Gseniors and their parents this past June, teach and train the wonderful students we are I focused on a few stories about the undergradu- honored to know here. ates in the Psychology Department. Let me Beyond teaching and training, our faculty begin my annual report to you along the same chalked up a large number of impressive accom- lines: plishments on the fronts of scientific research Ganesh Thippeswamy worked this past and professional development. These are listed year with Professor Ben Gorvine on a proj- in other places in our newsletter, but let me ect that aims to provide guidance for at-risk recognize a few of the most noteworthy here. students attending an alternative high school in Along with Sir Paul McCartney and a handful Chicago. Ganesh co-facilitated a young men’s of other luminaries, Professor Alice Eagly was group at the school, leading discussions on inducted into the American Academy of Arts centuries, and that today we may be living in the masculinity, parenting, and personal develop- and Sciences this past year. Sandy Waxman was most peaceful epoch ever. I was skeptical when ment. Along with Ben, Ganesh co-authored a officially invested as the Louis W. Menck Profes- I started the book, but Pinker won me over by recently published paper entitled “A Qualitative sor in Psychology, and Dedre Gentner received the end. You should read it and see what you Assessment of HIV/AIDS Related Knowledge in a parallel honor, receiving the endowed Alice think! Inner-City Minority Students.” Gabrielle Twight Professorship. Satoru Suzuki For the new academic year, we welcome 16 Professor Robin Nusslock credits Ellen was promoted to full professor, Steve Franconeri new PhD students in the Psychology Depart- Reynolds for nearly single handedly getting his received tenure and was promoted to associate ment. Our new Director of Graduate Studies, lab up and running this past year. Ellen con- professor, and Ben Gorvine was promoted to Professor Sue Hespos, presided over a very suc- ducted her own research in the area of psycho- senior lecturer. cessful recruiting season. Among our new junior physiology, as well, producing an outstanding Perhaps the biggest highlight of the year colleagues, three students are from underrepre- honors thesis. She is off to Columbia University was the inaugural Northwestern Symposium on sented minorities. this fall to take a full-time position as a research Mind and Society, which took place on April 19 The new year also welcomes two new coordinator for a neuroscience lab. and featured Dan Gilbert, a social psychology faculty to Northwestern University. Through a Nicole Hendrix worked with Professors Sue rock star and professor at Harvard. Gilbert par- joint search with Northwestern’s Institute for Hespos and Sandy Waxman in research on infant ticipated in a panel discussion in the afternoon, Policy Research, the Psychology Department cognition. Sandy describes Nicole as a “dedi- which centered on issues raised in his recent hired a superstar husband-and-wife team: Pro- cated, thorough, and terrific writer.” Sue reports book, Stumbling on Happiness. Gilbert’s public fessors Edith Chen and Greg Miller. This single that Nicole will be leaving crying babies behind address that evening was extraordinary — a hire suddenly gives us a formidable program in this fall to attend graduate school in educational cross between a stand-up comedy routine and health psychology, which we hope to augment psychology at the University of Iowa. scientific lecture. Nearly 1,000 people filled with an upcoming hire in the area of “personality Grace Berman and Ben Yu worked this Pick Staiger Auditorium to hear Gilbert speak. I and health.” You can read about Edith, Greg, and past year in Professor Eli Finkel’s social psychol- believe this to have been one of the most suc- their son Joshua in accompanying articles for ogy lab. Quoting Eli here, Grace “hurled herself cessful, high-profile academic events that North- this issue of Psychwatch. headlong into one of the most contentious western University has ever put on. Contingent The department was also fortunate this topics among scholars of interpersonal attrac- on funding, the Psychology Department plans year to receive a generous grant from the tion. [Seems ironic that scholars who study to host a second Northwestern Symposium on Alumnae of Northwestern University Gifts and love should end up being so “contentious”!] Mind and Society in 2013-14. Grants Committee that allowed us to upgrade Along the way she provided crucial evidence In a related vein, a second highlight of the ceiling-mounted projectors in our two Swift to resolving scholarly debates in the field.” Ben the year was a big student-sponsored public Hall seminar rooms. The improved capability blended his expertise in biology with expertise lecture delivered by Harvard Professor Steve of these state-of-the-art projectors will allow in psychology to produce a thesis that required Pinker, back in February. Pinker spoke about faculty, graduate students, and guest presenters the best of both. He showed that testosterone his new book, The Better Angels of our Nature. to display high-resolution slides (such as brain spikes when people are exposed to romantic Amassing an enormous amount of scientific images) with improved clarity and visibility. mating
Recommended publications
  • Gender, Status, and Leadership
    Journal of Social Issues, Vol. 57, No. 4, 2001, pp. 637–655 Gender, Status, and Leadership Cecilia L. Ridgeway* Stanford University More than a trait of individuals, gender is an institutionalized system of social practices. The gender system is deeply entwined with social hierarchy and leader- ship because gender stereotypes contain status beliefs that associate greater status worthiness and competence with men than women. This review uses expectation states theory to describe how gender status beliefs create a network of constraining expectations and interpersonal reactions that is a major cause of the “glass ceil- ing.” In mixed-sex or gender-relevant contexts, gender status beliefs shape men’s and women’s assertiveness, the attention and evaluation their performances receive, ability attributed to them on the basis of performance, the influence they achieve, and the likelihood that they emerge as leaders. Gender status beliefs also create legitimacy reactions that penalize assertive women leaders for violating the expected status order and reduce their ability to gain complaince with directives. More than a trait of individuals, gender is an institutionalized system of social practices for constituting males and females as different in socially significant ways and organizing inequality in terms of those differences (Ridgeway & Smith- Lovin, 1999). Widely shared gender stereotypes are in effect the “genetic code” of the gender system, since they constitute the cultural rules or schemas by which people perceive and enact gender difference and inequality. Expectation states the- ory argues that gender is deeply entwined with social hierarchy and leadership because the rules for the gender system that are encoded in gender stereotypes con- tain status beliefs at their core (Wagner & Berger, 1997).
    [Show full text]
  • Alice Eagly • Diane Schanzenbach...8–11 a Total of 175 Scholars Monica Exceptional Promise
    1 Fall 2015 Vol. 37, No. 2 Northwestern University news I P R INSTITUTE FOR POLICY RESEARCH INTERDISCIPLINARY • NONPARTISAN • POLICY RELEVANT Biology and Beyond Education in the Digital Age Interdisciplinary scholars IPR panelists discuss the digital revolution in the classroom explore new models of human development When the Human Genome Project began visit www.ipr.northwestern.edu. information, more For in 1990, experts believed Photos Leslie Kossoff/LK that people carried an estimated 100,000 or more genes. Since then, the overall count has fallen to fewer than 25,000 genes—or about 7,000 fewer than a fleshy tomato. Does this mean that a human being is less complex than a salad ingredient? No, says IPR biological anthropologist From left: U.S. Rep. Bob Dold (R–IL, 10th District) greets Ellen Wartella, Thomas McDade, who directs Cells Eszter Hargittai, and David Figlio prior to IPR’s policy research briefing on Capitol Hill. to Society (C2S): The Center on Social Disparities and Health at the Institute The pros and cons of online classes, the and offer suggestions about its effective- for Policy Research. Still, the comparison worrying gap in young people’s Internet ness and use in classrooms. indicates the subtle complexity of gene- skills, and a dramatic increase in pre- “Education is the building block for environment interplay. school iPad use were just a few of the everything we want to do as a nation,” topics broached during IPR’s May 19 said U.S. Rep. Bob Dold (R–IL,10th) in (Continued on page 24) policy research briefing on Capitol Hill.
    [Show full text]
  • School, Studying, and Smarts: Gender Stereotypes and Education
    School, Studying, and Smarts: Gender Stereotypes and Education Across 80 Years of American Print Media, 1930-2009* Andrei Boutyline University of Michigan Alina Arseniev-Koehler University of California, Los Angeles Devin J. Cornell Duke University May 22, 2020 * We thank Elizabeth Armstrong, Elizabeth Bruch, Erin Cech, Fabiana Silva, and Mark Mizruchi for reading the manuscript and providing insightful commentary. We also thank attendees at the University of Michigan Measuring and Modeling Culture workshop and the University of Chicago Computational Social Science workshop for their feedback. We are grateful to Yinan Wang and Hannah Simon for their help as undergraduate research assistants. We are also grateful to the Diverse Intelligences Summer Institute for bringing us together and providing the opportunity to begin this collaboration. Please direct all correspondence to Andrei Boutyline at Department of Sociology, University of Michigan, Room 3115 LSA Building, 500 S State St, Ann Arbor, MI 48109. Email: [email protected] ABSTRACT Gender stereotypes have important consequences for boys’ and girls’ academic outcomes. In this article, we apply computational word embeddings to a 200-million-word corpus of American print media (1930-2009) to examine how these stereotypes changed as women’s educational attainment caught up with and eventually surpassed men’s. This transformation presents a rare opportunity to observe how stereotypes change alongside the reversal of an important pattern of stratification. We track six stereotypes that prior work has linked to academic outcomes. Our results suggest that stereotypes of socio-behavioral skills and problem behaviors—attributes closely tied to the core stereotypical distinction between women as communal and men as agentic—remained unchanged.
    [Show full text]
  • Race Matters for Women Leaders: Intersectional Effects on Agentic Deficiencies and Penalties
    The Leadership Quarterly 27 (2016) 429–445 Contents lists available at ScienceDirect The Leadership Quarterly journal homepage: www.elsevier.com/locate/leaqua Race matters for women leaders: Intersectional effects on agentic deficiencies and penalties Ashleigh Shelby Rosette a, Christy Zhou Koval a, Anyi Ma a,RobertLivingstonb a Fuqua School of Business, Duke University, PO Box 90120, 100 Fuqua Drive, Durham, NC 27708-0120, USA b Harvard Kennedy School, Harvard University, 79 John F. Kennedy Street, Cambridge, MA 02138, USA article info abstract Article history: A significant amount of the research on two types of biases against women leaders—agentic Received 5 April 2015 deficiency (perceptions that women have minimal leadership potential) and agentic penalty Received in revised form 22 January 2016 (backlash for counter-stereotypical behavior)—has generally presumed that the descriptive, Accepted 23 January 2016 prescriptive, and proscriptive stereotypes on which the biases are based are comparable for Available online 16 March 2016 women across racial groups. We propose that the degree to which agentic deficiencies and Editors: Alice Eagly and Madeline Heilman penalties occur is contingent on the dimension of agency that is under consideration and its relation to the stereotypes associated with the target's gendered and racial group. The results of our literature review and analysis suggest that when considered in the context of gender Keywords: and leadership research, at least two dimensions of agency, competence and dominance, close- Leadership fi Gender ly align with perceptions of agentic de ciency and agentic penalty, respectively. Based on our Race analysis and the prevalent stereotypes of Black and Asian American women that are likely Agency most relevant to the two types of biases against women leaders, we examined the interactive Intersectionality effects of racial stereotypes and the agentic biases.
    [Show full text]
  • How Group Stereotypes Are Changed by Changing the Roles in Which Group Members Are Observed
    How Group Stereotypes Are Changed by Changing the Roles in which Group Members Are Observed In an article recently published in Journal of Personality and Social Psychology (“Evidence for the Social Role Theory of Stereotype Content: Observations of Groups’ Roles Shape Stereotypes,” 2014, Vol. 107, 371-392), Anne Koenig and Alice Eagly applied social role theory to account for the content of a wide range of stereotypes of social groups. Their key hypothesis was that these stereotypes derive from people’s observations of the social roles in which members of the groups are overrepresented relative to their numbers in the general population. People thus infer group members’ traits from observing their typical role behaviors in everyday life, though direct experience and media exposure. Thus, even though stereotypes of groups can seem arbitrary, they reflect inferences of traits from everyday observations. In this novel test of how stereotypes can develop from observations, preliminary research collected participants’ beliefs about the occupational roles (e.g., lawyer, teacher, fast food worker, chief executive officer, store clerk, manager) in which members of social groups (e.g., Black women, Hispanics, White men, the rich, senior citizens, high school dropouts) are overrepresented relative to their numbers in the general population. These beliefs about groups’ typical occupational roles proved to be generally accurate when evaluated in relation to data from the Bureau of Labor Statistics. Then, correlational studies predicted participants’ stereotypes of social groups from the attributes ascribed to group members’ typical occupational roles (Studies 1a, 1b, and 1c), the behaviors associated with those roles (Study 2), and the occupational interest profile of the roles (Study 3).
    [Show full text]
  • How Gender Stereotypes of Emotion Lead to Biased Evaluations of Female Leaders
    The Leadership Quarterly 27 (2016) 415–428 Contents lists available at ScienceDirect The Leadership Quarterly journal homepage: www.elsevier.com/locate/leaqua Leading with their hearts? How gender stereotypes of emotion lead to biased evaluations of female leaders Victoria L. Brescoll Department of Organizational Behavior, Yale School of Management, Yale University, P.O. Box 208205, New Haven, CT 06520-8205, USA article info abstract Article history: The belief that women are more emotional than men is one of the strongest gender stereo- Received 14 April 2015 types held in Western cultures (Shields, 2002). And yet, gender stereotypes of emotion have Received in revised form 9 February 2016 received little attention from gender and leadership scholars. In this paper, I review the Accepted 10 February 2016 existing research on gender and emotions and propose that gender stereotypes of emotion Available online 28 April 2016 present a fundamental barrier to women's ability to ascend to and succeed in leadership fi fi ‐ Editors: Madeline Heilman and Alice Eagly roles. I rst de ne the nature of people's gender emotion stereotypes and outline why percep- tions of emotionality may be particularly detrimental to women when they are in high-status positions in work contexts. I then suggest that gender–emotion stereotypes create two com- Keywords: plex minefields that female, but not male, leaders have to navigate in order to be successful: Leadership Gender (1) identifying how much emotion should be displayed and (2) identifying what kind of fi Gender stereotypes emotions should be displayed. Speci cally, female leaders can be penalized for even minor or Emotion moderate displays of emotion, especially when the emotion conveys dominance (e.g., anger Prejudice or pride), but being emotionally unexpressive may also result in penalties because unemotional women are seen as failing to fulfill their warm, communal role as women.
    [Show full text]
  • Four Gender Stereotypes of Leaders: Do They Influence
    55 Wagadu Volume 9 Fall 2011 FOUR GENDER STEREOTYPES OF LEADERS: DO THEY INFLUENCE LEADERSHIP IN HIGHER EDUCATION? Margaret Maddeni Abstract: This article reviews social psychological and organizational development literature on gender stereotypes and leadership style and effectiveness and explores its relevance for leadership in higher education. Implications of the dichotomous stereotypes of “friendly vs. competent” and “agentic vs. communal” frame a discussion of social psychological research on how stereotypes affect perceptions of leaders. Ways to overcome stereotypes and the application of feminist values to leadership strategies are also discussed. Gender stereotypes are pervasive and have an impact on all aspects of women’s and men’s behavior. Social psychology and organizational development literature on gender stereotypes provide insight into pervasive expectations that influence how women are perceived or view themselves in situations where leadership is required. Differences in leadership styles associated with gender affect the perceived effectiveness of leaders. This paper explores the application of this literature to leadership in higher education, comparing descriptive studies of gender issues in leadership in education with studies of leadership in other settings, and providing suggestions about responding to stereotypic expectations. Social Psychology of Gender Stereotypes Two themes from the voluminous research on gender stereotypes are particularly pertinent to a discussion of leadership because they point to the contradictory expectations imposed upon women leaders. One stereotypic dimension applied to women posits that “competent” and “friendly” are bipolar opposites on a single trait dimension (Eagly & Carli, 2007; Goodwin & Fiske, 2001). That is, © Wagadu 2011 ISSN: 1545-6196 Gender Stereotypes of Leaders 56 an individual can not be both competent and friendly: the choices are to be either competent and cold or incompetent and friendly.
    [Show full text]
  • Sex Differences in Helpingbehavior: a Metr-Analytic Study
    DOCUMENT RESUME ED 248 443 CG 017 717 AUTHOR Renner, Patricia; Eagly, Alice H. TITLE Sex Differences in HelpingBehavior: A Metr-Analytic Study. SPONS AGENCY National Science Foundation, Washington, D.C. PUB DATE May 84 GRANT NSF-BNS-8216742 NOTE 36p.; Paper presented at the AnnualMeeting of the Midwestern Psychological Association (56th, Chicago, IL, May 3-5, 1984). Table 3is marginally legible. PUB TYPE Reports - Research/Technical (143) -- Speeches /Conference Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS College Students; *Helping Relationship;Higher Education; Meta Analysis; Moral Values; Predictor Variables; Role Theory; *Sex Differences; Sex Stereotypes IDENTIFIERS *Helping Behavior ABSTRACT Whether or not there are sex differencesin helping behavior is a question that has attractedinterest from both theoretical and applied perspectives. Ameta-analysis was conducted of 172 Studies of helping behavior, codedfor publication date, source, sex of author, samplesize, setting, type of appeal for help, availability of other helpers, sex ofvictim/requester, and observation by another person. To generate measuresof the extent to which each helping behavior was sex-typedin the male or female direction, undergraduate students rated abrief description of each helping behavior appearing in the studiesin the sample. Results showed that, in general, helpingbehaviors were not strongly sex-typed. Men were especially helpful whenunder surveillance by persons other than thevictim/requester, when a need was present, and when there was no direct request. Femalevictims/requesters received more aid, especiallywhen the helper was under surveillance.The theoretical analysis of helping behaviorin terms of social roles and social influence is generally consistentwith the findings of the meta-analysis, suggesting that researchersshould describe the variability of sex differences and attempt to accountfor it in terms of a detailed analysis ofsituations and behaviors.
    [Show full text]
  • Gender and Leadership: a Review of Pertinent Research
    HarmonyTM FORUM OF THE SYMPHONY ORCHESTRA INSTITUTE NUMBER 6 • APRIL 1998 Gender and Leadership: A Review of Pertinent Research To subscribe to Harmony or provide support to the Institute, contact: Symphony Orchestra Institute 1618 Orrington Avenue, Suite 318 Evanston, IL 60201 Tel: 847.475.5001 Fax: 847.475.2460 e-mail: [email protected] www.soi.org ©1998 by the Symphony Orchestra Institute. All rights reserved. Harmony: FORUM OF THE SYMPHONY ORCHESTRA INSTITUTE 99 Gender and Leadership: A Review of Pertinent Research s we explored the roles of women as leaders of symphony orchestra organizations, the thought occurred also to explore existing research Aabout gender and leadership. We were fortunate to find Alice Eagly, a psychology professor at Northwestern University, who has done considerable work in this area. She agreed to answer our questions about research on gender differences and leadership, and to extrapolate that research to symphony orchestra organizations. Institute: When did your interest in differences and similarities between the sexes, and in research on this topic, emerge? How did your interest come about? Alice Eagly: I began this research in the mid-1970s in the height of activism of the feminist movement. I had noted psychologists’ many claims about sex differences and believed that these claims should be subjected to careful empirical scrutiny. At that time, I suspected that good research would disprove many of the generalizations about sex differences that psychologists had offered. Institute: Has there been a good deal of research on this topic? Eagly: The amount of research comparing the sexes is immense in psychology because most studies have participants of both sexes, allowing a researcher to compare their behavior.
    [Show full text]
  • General Psychologist a Publication of the Society for General Psychology ~ Division 1
    TH E General Psychologist A Publication of the Society for General Psychology ~ Division 1 Inside this issue President’s Col- umn (2) Invitation to Social Hour (3- 4) Division 1 Pro- gram Schedule (6-7) Division 1 By- laws (8-11) Featured Article on The Female Psyche (14) Featured Com- mentary on The Male Psyche (18) Special points of At our midwinter meeting in Washington D.C. in February 2017, we focused on two major interest items: (1) revising our bylaws; and (2) strategizing activities found effective with current Division One members, and creating enterprises to add new members. The revised bylaws Spotlight on are in this letter, open for your comments. In addition, the Division One program for the Past President APA Convention in August 2017 has been included to highlight events for you to meet (21) with Division One members, and spark discussions on all the diverse specialties in psychol- Invitation to ogy, or inquire about renewing your membership, becoming a Fellow or an Officer. We PROJECT SYL- will also be having a full program of events in our Division Suite in Room 6-126 in the LABUS Inter- Marriott Marquis hotel near the Convention Center. Please stop by! national(24) Our Fall/Winter Issue will profile our Award Recipients, New Fellows, current officers and Member Activi- new officers beginning this year! We Welcome You! ties (25) Member Current Back Row: Mindy Erchull (Fellows Committee Chair), Emily Dow (2017 Suite Program Chair & News & Inquiry Early Career Representative), Lisa Osbeck (Member-at-Large), Mark Sciutto (Member-at-Large), Clare (29) Mehta (2017 Program Chair), John Hogan (Historian), Alicia Trotman (Newsletter Editor), Emily Keener (Membership Chair), Kasey Powers (2017 Suite Program Chair & Student Representative), Book Reviews Phyllis Wentworth (2018 Program Chair), Avis Jackson (Webmaster) (39) Front Row: Anita M.
    [Show full text]
  • Through the Labyrinth: the Truth About How Women Become Leaders by by Alice H
    Featured Publication & Special Members Only Downloadable Chapter ILA Members publish on the topic of leadership from a variety of perspectives. We are pleased to feature a selection of these publications in this newsletter and our Web site. In the Member Connector, authors take you behind the scenes, sharing their perspectives on the work, how the work informs contemporary issues, and highlighting points of interest to ILA members. If you have a recent publication and are interested in being featured in this column, please contact ILA membership services, at [email protected] or 301.405.5218 for consideration. Featured Publication Through the Labyrinth: The Truth About How Women Become Leaders by by Alice H. Eagly and Linda L. Carli (Harvard Business School Press, 2007) Alice Eagly is Profes- Linda Carli received sor and Department her Ph.D. in social ILA Members Chair of Psychol- psychology from the Download Chapter 9: “Do ogy at Northwestern University of Massa- Organizations Compromise5. University. Eagly has chusetts at Amherst, Women’s Leadership” published widely on where she studied the psychology of at- gender differences in titudes, especially at- interaction and infl u- Log in at: http://www.ila- titude change, attitude ence. She has published and presented net.org/Members/index.asp structure, and attitu- papers on the effects of gender on group to access this Membership dinal selectivity in information processing. interaction, communication and infl uence; Benefi t! She is equally devoted to the study of leadership; and reactions to adversity and gender, with a focus on the social behavior victimization. She joined the faculty at Debra DeRuyver (ILA Staff): of women and men and a special em- Wellesley in 1991 and teaches a variety of One of the fi rst assertions phasis on the study of leadership and on courses, including organizational psychol- in your book is that the evolutionary issues.
    [Show full text]
  • The Status Implications of Students' Terms of Address for Male and Female Professors
    See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/227679584 What's in a Name? The Status Implications of Students' Terms of Address for Male and Female Professors Article in Psychology of Women Quarterly · June 2001 DOI: 10.1111/1471-6402.00015 CITATIONS READS 21 199 3 authors, including: Diana T Sanchez Tracie Stewart Rutgers, The State University of New Jersey Kennesaw State University 100 PUBLICATIONS 2,554 CITATIONS 30 PUBLICATIONS 868 CITATIONS SEE PROFILE SEE PROFILE Some of the authors of this publication are also working on these related projects: Meaning, Logotherapy, and Positive Psychology View project All content following this page was uploaded by Tracie Stewart on 22 January 2018. The user has requested enhancement of the downloaded file. Psychology of Women Quarterly, 25 (2001), 134–144. Blackwell Publishers. Printed in the USA. Copyright © 2001 Division 35, American Psychological Association. 0361-6843/00 $9.50 WHAT’S IN A NAME? THE STATUS IMPLICATIONS OF STUDENTS’ TERMS OF ADDRESS FOR MALE AND FEMALE PROFESSORS Hilary A. Takiff Diana T. Sanchez Tracie L. Stewart Bard College University of Michigan Mississippi State University College students participated in two studies assessing differences in terms of address for male and female professors (i.e., first name vs. title) and the implications of the terms selected. In Study 1, 243 students reported their terms of address for professors of their present classes. As predicted, the probability of being addressed by title was significantly greater for male professors than female professors. In Study 2, 120 students read and answered questions about a tran- script of a class session ostensibly taught by a male or female professor whom students addressed by first name or title.
    [Show full text]