Gender Differences in Social Dominance Orientation: The Role of Cognitive Complexity

Foels, Rob; Reid, Landon D.

doi:10.1007/s11199-010-9775-5

Cited by 20 publications

(9 citation statements)

References 53 publications

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“…Women are supposedly easy going due to gender roles. Women also have had scored higher than men on the attributional complexity scale supporting previous research (Foels and Reid, 2010;Tam, Au and Leung, 2008). Women prefer complex explanations to the incidents happening around them.…”

Section: Conclusion Discussion and Suggestionssupporting

confidence: 81%

Ambivalent Sexism, Interpersonal Relationships and Attributional Complexity of School Counselors in Istanbul

Dinçer

Kenan

Erden

2021

Anadolu Journal of Educational Sciences International

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Since school counselors became an internal part of the school system, they are responsible for promoting psychological and mental health of their students as well as providing guidance for them. In order to fulfill these responsibilities, school counselors are expected to have empathetic, inclusive, democratic, and egalitarian attitudes. As a repercussion of these required such attitudes, the school counselors are expected to treat every person equally regardless of their gender, race, and lifestyle, and not to discriminate people based on their attributions, and maintain healthy interpersonal relationships within the counseling settings. Thus, the aim of this research is to examine school counselors' ambivalent sexism in the context of interpersonal relationships and attributional complexity. For this purpose, the relationships between interpersonal relationship dimensions (empathy, approval dependence, trust others, and emotional awareness), ambivalent sexism, and attributional complexity were analyzed. Ambivalent Sexism Inventory, Attributional Complexity Scale, and Scale of Interpersonal Relationship Dimensions were used as instruments. With a sample of 340 school counselors from Istanbul, our findings indicate that ambivalent sexism, interpersonal relationship dimensions, and attributional complexity are correlated with each other on different levels. Furthermore, we found some unexpected results such as a high level of sexism and a low level of empathy accompanied by positive causal relationships between ambivalent sexism and empathy and emotional awareness. In the end, the findings of this study essentially aspire to raise awareness about the issue of sexism among prospective and working school counselors in addition to stressing the need for boosting empathetic attitudes.

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Section: Conclusion Discussion and Suggestionssupporting

confidence: 81%

Ambivalent Sexism, Interpersonal Relationships and Attributional Complexity of School Counselors in Istanbul

Dinçer

Kenan

Erden

2021

Anadolu Journal of Educational Sciences International

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“…Further, there are cognitive gender differences that support our supposition, especially in how men and women vary in processing information about people. women have higher attributional complexity (the degree to which an individual considers multiple kinds of information regarding someone in deep processing for social judgements) than men do [ 49 , 50 ]; concerning information processing, women (more than men) are concerned of others, have a lower threshold for message elaboration and extensively use message cues, all indicating they generally process more messages from others and rely less on heuristics to decide the value of a message [ 51 – 57 ]; …”

Section: Introductionmentioning

confidence: 99%

“…women have higher attributional complexity (the degree to which an individual considers multiple kinds of information regarding someone in deep processing for social judgements) than men do [ 49 , 50 ];…”

Section: Introductionmentioning

confidence: 99%

Can gender inequality be created without inter-group discrimination?

2020

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Understanding human societies requires knowing how they develop gender hierarchies, which are ubiquitous. We test whether a simple agent-based dynamic process could create gender inequality. Relying on evidence of gendered status concerns, self-construals, and cognitive habits, our model included a gender difference in how responsive male-like and female-like agents are to others’ opinions about the level of esteem for someone. We simulate a population who interact in pairs of randomly selected agents to influence each other about their esteem judgments of self and others. Half the agents are more influenced by their relative status rank during the interaction than the others. Without prejudice, stereotypes, segregation, or categorization, our model produces inter-group inequality of self-esteem and status that is stable, consensual, and exhibits characteristics of glass ceiling effects. Outcomes are not affected by relative group size. We discuss implications for group orientation to dominance and individuals’ motivations to exchange.

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“…Within psychological measurement practice, this kind of equivalence in the functioning of instruments is known as invariance (Byrne, Shavelson, & Muthén, 1989); establishing invariance is essential to make meaningful comparisons across groups (Rusticus & Hubley, 2006). Several studies have shown that gender role socialization can exist at different levels (e.g., Foels & Reid, 2010;Rusticus & Hubley, 2006); women and men can, for example, differ not only in how they relate to or attribute importance to perceive a certain issue (such as environmental problems) but also in how they conceptualize that issue. Gender differences might be present at the construct level as well as at the level of item interpretation or functioning.…”

mentioning

confidence: 99%

Gender Differences in Environmental Values

Pauw

Jacobs

Petegem

2012

Environment and Behavior

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Increasingly, researchers are focusing on the study of environmental values of young people. Indeed, it is today's youth who will be the decision makers in the future. Attention has turned to explaining individual differences in this construct, and many authors have illustrated gender differences. The current study (N = 1,285, 10-to 12-year-olds) compares results of a classical analytical approach to quantifying such differences (independent samples t tests) with one of measurement and structural invariance across genders. The essential difference between the two is that whereas the latter controls for differential item functioning across gender, the first does not. The results show that whereas gender differences in utilization values occur when applying a classic analytical approach, they do not occur through the invariance approach. These results suggest that other studies that demonstrated gender differences might be explained by differential item functioning rather than reflect genuine differences, and might thus represent methodological artifacts. Keywords environmental values, children, 2-MEV, invariance, gender differences Environmental Values (EVs)Within the fields of environmental education, psychology, and sociology, EVs have been studied extensively. The term EV attempts to describe how Article 374Environment and Behavior 46(3) people view the natural environment and their relationship to it. Social psychologists regard this as the endorsement of a fundamental paradigm, and the term mainly taps into what, in social psychology, are called "primitive beliefs" (Stern, Dietz, & Guagnano, 1995) about the nature of the earth and humanity's relationship with it. These primitive beliefs form the inner center of an individual's belief system and represent that individual's basic truths about physical and social reality (Rockeach, 1968).Within the framework of the two-dimensional model of EVs (2-MEV; Bogner & Wiseman, 2006), the term values stems from a convention established by Rockeach (1968) that indicates a set of closely related attitudes. Thus, first-order factors are labeled attitudes, and higher order factors are labeled values. The first results with regard to the development and application of the 2-MEV were published in the mid-90s (Bogner & Wilhelm, 1996), and through several follow-up studies, the scale was refined (e.g., Bogner & Wiseman, 2002). The item battery used in the scale initially quantified five distinct environmental attitudes via first-order factors ("intent of support," "care with resources," "enjoyment of nature," "altering nature," and "human dominance"), but the emphasis in the research using the 2-MEV has moved to values via two higher order factors (Bogner & Wiseman, 2006;Oerke & Bogner, 2010). This two-factor model was formalized as follows:Environmental values are determined by one's position on two orthogonal dimensions, a biocentric dimensions that reflects conservation and the protection of the environment (Preservation or P); and an anthropocentric dimension that reflects t...

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Gender Differences in Social Dominance Orientation: The Role of Cognitive Complexity

Cited by 20 publications

References 53 publications

Ambivalent Sexism, Interpersonal Relationships and Attributional Complexity of School Counselors in Istanbul

Ambivalent Sexism, Interpersonal Relationships and Attributional Complexity of School Counselors in Istanbul

Can gender inequality be created without inter-group discrimination?

Gender Differences in Environmental Values

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