A model of perceived sexual orientation discrimination was tested in a national sample of 534 gay and lesbian employees. The effects of legislation, organizational policies and practices, and work group composition on perceived sexual orientation discrimination were examined, as well as the attitudinal and organizational outcomes associated with discrimination. Gay employees were more likely to report discrimination when employed in groups that were primarily heterosexual and in organizations that lacked supportive policies and were not covered by protective legislation. Disclosure of sexual orientation at work was related to discrimination and antecedent variables. Perceived discrimination was associated with negative work attitudes and fewer promotions. Organizational policies and practices had the strongest impact on perceived discrimination and were directly related to outcomes.
Stigma theory was used to examine the fears underlying the disclosure of a gay identity at work. Using a national sample of 534 gay, lesbian, and bisexual employees, this study examined the antecedents that affect the degree of disclosure of a gay identity at work and, for those who had not disclosed, the factors that influence their fears about full disclosure. Employees reported less fear and more disclosure when they worked in a group that was perceived as supportive and sharing their stigma. Perceptions of past experience with sexual orientation discrimination were related to increased fears but to greater disclosure. For those who had not fully disclosed their stigma, the fears associated with disclosure predicted job attitudes, psychological strain, work environment, and career outcomes. However, actual disclosure was unrelated to these variables. The utility of fear of disclosure for understanding processes underlying the disclosure of gay and other invisible stigmatized identities in the workplace is discussed.
Saville s( Willson (1901), in this journal, concluded, contrary to many researchers and methodologists, that ipsative scales can be soundly factored and can be viewed as cqcially valid alternatives to normative scales. We present evidence based on analysis of theorctical and actual data to demonstrate that ipsative scnles, although somerimes highly correlated with their normative counterparts, cannot be factored and, when factored. result in preclictablr fbctor loading patterns not related to their normative counterparrs' fictor patterns, and, consequently, will result in invalid factor interpretations. An example is presented where ipsative scores are appropriately and successfitlly analysed using multinomial statistical techniques. These techniques are more appropriate for ipsative h a because ipsative scores contain only categorical information across individuals.
lpsative measures are multiple measures, where the data are collected, or are modified, in such a way that all subject totals across the measures are equal. Much has been written about factor analysis with such data, however, no clear consensus has been reached regarding the suitability of ipsative measures for factor analysis. The purpose of the present article is to show analytically the fundamental problems that ipsative measures impose for factor analysis. The expected value of the correlation between ipsative measures is shown to equal - 1/ ( k - I), where k is the number of measures. The rank of the resulting correlation matrix is reduced by one to k - 1, and ipsativity alone produces k - 1 artifactual bipolar factors, which will obscure any actual interrelations among the measures. If the data are known to be ipsative or if the tell-tale signs of ipsativity are seen, factor analysis should not be done.
The learning status of 95 diabetic boys and girls and 97 matched controls was evaluated using the Wechsler Intelligence Scale for Children--Revised IQ factors and school histories. Of interest was whether diabetic boys would evidence more learning difficulties. Results indicated that diabetic boys had significantly lower Freedom From Distractibility scores compared with scores of diabetic girls and control Ss and lower Perceptual Organization scores compared with scores of control boys. Although group scores were still within the average range of functioning, a significantly high percentage of diabetic boys (40%) compared with diabetic girls (16%) had learning problems that warranted either special instructional services or grade retention. Diabetic children experienced more learning difficulties (24%) than controls (13%), supporting research findings that diabetes is associated with increased risk of learning problems.
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