This study attempts to develop a measure of the attributions of the term feminist. Seven hundred and sixty‐eight undergraduate students (361 males and 407 females) completed a 91‐item semantic differential test relevant to the label feminist. Principal components analysis with orthogonal rotation produced five factors indicating that when the term feminist is used, attributions of General Evaluation, Behavioral Characteristics, Political Orientation, Sexual Preference, and Gender Classification are likely to be made. Factor analysis of split halves of the sample shows an internal replication and consequently, a stability of the obtained factor structure. This study presents students’ judgments on specific items defining these factors, thereby indicating the evaluative associations of the term.
This article describes a structured method for management professors to help students succeed with in-class projects and presentations. The method described provides a highly structured process in which instructors coach students toward success. The article describes two learning modules that emphasize skills needed for project management and for making an effective oral presentation. It concludes with student reactions, a possible theoretical explanation for the success of the methods used, and practical implications for business.
On the basis ofprevious research and unincorporated theoriesofattitude formation and learning, multivariate analysis of variance and discriminant analysis were used to identify differences in personal characteristics, perceptions and attitudes of union members and nonmembers in general, and by sex. The study used a natural field setting incorporating the unusual characteristics of: (a) substantial proportions of women, (6) complete volition in the membership decision, and (c) control of non-random confounding variables across employment settings. The study therefore addressed particular limitatiohs of previous studies in this area. Results indicate that differences exist, in accordance with relevant theory, between voluntary members and nonmembers, and potentially important sex differences exist within these groups as well.
This article examines potential sex differences in self- and organization-referent attitudes and compares sex versus occupancy of a supervisory position and position in the organizational hierarchy as predictors of self- and organization-referent attitudes for 683 employees of a social service agency. In contrast to beliefs often expressed in the popular media, the results confirm the researchers' expectation that women's self- and organization-referent attitudes will not necessarily be lower than men's in conditions where accurate and realistic feedback about performance is available. Furthermore, the results suggest that position characteristics may help explain potential differences in self- and organization-referent attitudes that have frequently been attributed to sex or gender by previous theorists. Implications for changing the sex segregation patterns of organizations are discussed.
The initial class meeting of a course often sets the tone and should prefigure the &dquo;learning culture&dquo; that the professor desires to establish in the course. The learning culture required for success in many management and organizational behavior courses is based on participants engaging in experientially based learning. For some students, this presents an unconventional learning atmosphere. OB and management teachers who want to help students assimilate the potentially foreign learning expectations of such a course, must carefully consider how to structure the opening class exercise.One approach common to opening class sessions is sharing expectations. Pedagogies for doing this range from more traditional methods (e.g., reviewing the syllabus; answering questions) to more experientially based approaches such as using one of a number of &dquo;ice-breaker&dquo; exercises (such as Interviewing The Professor developed by Willits and Kindler). Regardless of pedagogy this common approach addresses student questions about evaluation, textbooks, course requirements, office hours, and other course related issues. The more experientially oriented first sessions often have an additional benefit of socializing students to small group activities; however, they possess one common shortcoming. They fail to explicitly alert students to the specific differences in attitude and behavior that will be required in the OB or management class.To address this problem, we have modified and adapted a conceptual framework originally developed for hearing persons who were learning sign language to communicate with the hearing impaired. The framework explicates differences between a student and a learner. We discuss this distinction extensively during the first class session of our course. We use it as a means of making transparent the distinctions between the &dquo;student culture&dquo; into which many of our participants have been previously socialized and the &dquo;learning community&dquo; we hope to foster in this course. In explaining this student vs. learner framework, we emphasize how a learner's approach to a course differs in terms of motivation, behaviors and attitudes.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.