This study sought to identify the effects of culture and sex on mate preferences using samples drawn world-wide. Thirty-seven samples were obtained from 33 countries located on six continents and five islands (N = 9,474). Hierarchical multiple regressions revealed strong effects of both culture and sex, moderated by specific mate characteristics. Chastity proved to be the mate characteristic on which cultures varied the most. The preference ordering of each sample was contrasted with an international complement. Each culture displayed a unique preference ordering, but there were some similarities among all cultures as reflected in a positive manifold of the cross-country correlation matrix. Multidimensional scaling of the cultures yielded a five dimensional solution, the first two of which were interpreted. The first dimension was interpreted as Traditional versus Modern, with China, India, Iran, and Nigeria anchoring one end and the Netherlands, Great Britain, Finland, and Sweden anchoring the other. The second dimension involved valuation of education, intelligence, and refinement. Consistent sex differences in value attached to eaming potential and physical attractiveness supported evolution-based hypotheses about the importance of resources and reproductive value in mates. Discussion emphasizes the importance of psychological mate preferences for scientific disciplines ranging from evolutionary biology to sociology.

About 70% of more than half a million Implicit Association Tests completed by citizens of 34 countries revealed expected implicit stereotypes associating science with males more than with females. We discovered that nation-level implicit stereotypes predicted nation-level sex differences in 8th-grade science and mathematics achievement. Self-reported stereotypes did not provide additional predictive validity of the achievement gap. We suggest that implicit stereotypes and sex differences in science participation and performance are mutually reinforcing, contributing to the persistent gender gap in science engagement.Implicit Association Test ͉ culture ͉ social psychology ͉ implicit social cognition

Whereas previous research has studied the relation of either (i) personality with prejudice, (ii) personality with social dominance orientation (SDO) and right‐wing authoritarianism (RWA), or (iii) SDO and RWA with prejudice, the present research integrates all approaches within the same model. In our study (N = 183), various causal models of the relationships among the Big Five, SDO, RWA, and Generalized Prejudice are proposed and tested. Generalized Prejudice scores were obtained from a factor analysis of the scores on various prejudice instruments (racism, sexism, prejudice toward homosexuals, and mentally disabled people), which yielded a one‐factor solution. The best‐fitting causal model, which was our suggested hypothetical model, showed that Big Five personality had no direct effect on Generalized Prejudice but an indirect effect transmitted through RWA and SDO, where RWA seems to capture personality aspects to a greater extent than SDO. Specifically, Generalized Prejudice was affected indirectly by Extraversion, Openness to Experience, and Conscientiousness through RWA, and by Agreeableness through SDO, whereas Neuroticism had no effect at all. The results are discussed against the background of previous research and the personality and social psychology approaches to the study of prejudice. Copyright © 2004 John Wiley & Sons, Ltd.

About 70% of more than half a million Implicit Association Tests completed by citizens of 34 countries revealed expected implicit stereotypes associating science with males more than with females. We discovered that nation-level implicit stereotypes predicted nation-level sex differences in 8th-grade science and mathematics achievement. Self-reported stereotypes did not provide additional predictive validity of the achievement gap. We suggest that implicit stereotypes and sex differences in science participation and performance are mutually reinforcing, contributing to the persistent gender gap in science engagement.

It must be noted that the situation is taken into account in some personologist views, for example, in the trait model. However, the person is still emphasized, and the relation between person and situation is regarded as additive rather than interactive. The