Are there “His” and “Her” Types of Decisions? Exploring Gender Differences in the Confirmation Bias

Traut‐Mattausch, Eva; Jonas, Eva; Frey, Dieter; Zanna, Mark P.

doi:10.1007/s11199-011-0009-2

Cited by 10 publications

(5 citation statements)

References 40 publications

(38 reference statements)

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“…Confirmation bias is a widespread phenomenon of people seeking information consistent with their prior beliefs, attitudes, or preferences while neglecting the inconsistent information to reduce cognitive dissonance (Knobloch‐Westerwick et al, 2015). Traut‐Mattausch et al (2011) conducted an experimental study and found that gender and decision types had an interaction effect on the confirmation bias. Their research discussed two decision types: independent decisions (decisions only affect the decision‐makers) and interdependent decisions (decisions affect the decision‐makers and specific others).…”

Section: Resultsmentioning

confidence: 99%

“…ATT, males were more influenced by satisfaction in determining their attitude toward MOOC learning (Female: β SAT!ATT = 0.336; Male: β SAT!ATT = 0.673); and the path of CON!ATT, women depended more on confirmation in determining their attitude (Female:β CON!ATT = 0.459; Male: β CON!ATT = 0.177).Studies on confirmation bias provide a potential explanation for this observed gender pattern. Confirmation bias is a widespread phenomenon of people seeking information consistent with their prior beliefs, attitudes, or preferences while neglecting the inconsistent information to reduce cognitive dissonance(Knobloch-Westerwick et al, 2015) Traut-Mattausch et al (2011). conducted an experimental study and found that gender and decision types had an interaction effect on the confirmation bias.…”

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confidence: 99%

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The role of gender and employment status in MOOC learning: An exploratory study

Dai

Teo

Rappa

2022

Computer Assisted Learning

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Background: Learners in a given massive open online course (MOOC) are usually provided with the same learning materials, guided by the same syllabus, and assessed in the same format. This "one-size-fits-all" approach constrains learners' ability to reap the optimal benefits from online learning.Objectives: This study aims to characterize learners' differences in MOOC learning. Specifically, it examines how learners might vary in their enrolment motivation and the development of continuance intention to learn in a MOOC because of their gender and employment status.Methods: Data were collected via a questionnaire survey. Quantitative and qualitative methods were used to analyse data from 664 learners in a Chinese MOOC. Results and Conclusion:The research revealed significant differences in learners' enrolment motivation across groups defined by employment status, but not for gender groups. Learner groups defined by gender and employment status experienced variant psychological processes when deciding to continue to learn in the MOOC.Major Takeaways: Working adults stressed the instrumental values derived from MOOC learning; therefore, it is vital to design and integrate additional features into the MOOC to satisfy their needs. Besides, it would be critical to understand female learners' and working adults' expectations of MOOC learning, as they are more sensitive to confirmation in determining their attitudes toward learning in a MOOC. A short pre-course survey of learners' expectations would serve the purpose.

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Section: Resultsmentioning

confidence: 99%

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confidence: 99%

The role of gender and employment status in MOOC learning: An exploratory study

Dai

Teo

Rappa

2022

Computer Assisted Learning

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“…Where there was often detailed understanding of gender and sexuality issues among our predominantly White participants, there was also a degree of confirmation bias when the student at the heart of an educator's account was a person of color, and particularly when their family were recent immigrants to Canada. Confirmation bias happens when individuals focus on behaviors that support stereotypical beliefs and ignore examples of when stereotypes are challenged (Traut-Mattausch, Jonas, Frey, & Zanna, 2011). Given that participants also referenced a dearth of educators who feel equipped to support gender-creative and trans* students within their institutions, the effects of ethnocentrism and confirmation bias on the part of out (and in our sample, majority White) gay and lesbian educators sought as resources are potentially compounded.…”

Section: Discussionmentioning

confidence: 95%

Transgender and Gender-Creative Students in PK–12 Schools: What We Can Learn from Their Teachers

Meyer

Tilland-Stafford

Airton

2016

Teachers College Record: The Voice of Scholarship in Education

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Context A growing body of work refects the ways in which gender-creative and transgender students are ill-served by current social climates in the vast majority of public schools. Few studies have explored this topic from an educator's perspective. Purpose This study was designed to develop a conception of the barriers and supports that exist for educators working to create learning environments that affirm transgender and gender-creative students. Participants Twenty-six Canadian educators who all had direct experience working with gender-creative and transgender students in school settings with an average of 10 years’ experience in schools and mean age of 43. Research Design: This project is a Social Action Research (SAR) project designed to identify what are common challenges and why these challenges are present. Data Collection and Analysis Each educator was interviewed for 60–120 minutes using a flexible interview guide and audio recordings were transcribed for analysis. Data analysis was conducted via an ongoing and exploratory design. We also performed a cross-case analysis to compare experiences and perceptions across teachers in elementary and secondary schools as well as alternative and traditional schools. Findings We identified barriers and supports experienced by our participants. Barriers included: (1) the pervasiveness of transphobia; (2) high frequency of school transfers; (3) the propensity for gay and lesbian educators to take on an “expert” role; (4) ethnocentrism; (5) relying on a “pedagogy of exposure” and using certain students as “sacrificial lambs”; (6) the overlapping challenges of working with youth who also have behavioral and learning difficulties; and (7) the balancing act required to navigate complex issues with little training and support. Supports identified were: (1) alternative schools as sites of refuge and spaces where transgender and gender-creative students are reportedly thriving; (2) empowered transgender and gender-creative students; (3) vigilant and protective adults; and (4) best practices. Recommendations In order to address systemic barriers we advocate for an application of principles and best practices aligned with critical, queer, and anti-oppressive pedagogies. We recommend that schools: (1) develop a more student-centered, flexible curriculum; (2) promote interdisciplinary and project-based learning; (3) model and promote creativity; (4) establish restorative justice programs; (5) reduce or entirely remove sex-segregated activities and spaces; (6) integrate discussions of gender diversity as a social justice issue throughout the curriculum.

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“…One may accordingly expect male respondents to pay more attention to the graph and react more to it than female respondents. However, there is some evidence that confirmation bias may be stronger for men than women (Traut-Mattausch et al, 2011), which should prompt male respondents to react less than female ones. To determine which effect dominates, we estimated the effect of the treatment separately for male and female respondents who state no political party preference.…”

Section: Discussionmentioning

confidence: 99%