Mediation of interpersonal expectancy effects: 31 meta-analyses.

Harris, Monica J.; Rosenthal, Robert

doi:10.1037/0033-2909.97.3.363

Cited by 465 publications

(376 citation statements)

References 84 publications

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“…First, gender stereotypes have important self-fulfilling effects (Harris and Rosenthal, 1985). Hence, they not only affect recruiters, but, through socialisation effects, also female applicants.…”

Section: Why Women May Differ: Gender Stereotypes Multi-income Housementioning

confidence: 99%

Are Female Legislators Different? Exploring Sex Differences in German MPs' Outside Interests

Geys

Mäuse

2012

Parliam Aff

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This article examines whether sex matters with respect to a type of legislator behaviour that has thus far been neglected in the literature analysing the distinctive nature of female and male legislators: parliamentarians' outside interests. Using data for 614 German MPs, our analysis confirms that female MPs on average hold fewer outside jobs than men -especially in private-sector functions. We also find that individual characteristics such as political experience, having (young) children, and age reflect sources of this divergence. These findings and their implications are discussed in the light of extensive research on sex and gender effects in other political and labour market settings. (104 words)

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Section: Why Women May Differ: Gender Stereotypes Multi-income Housementioning

confidence: 99%

Are Female Legislators Different? Exploring Sex Differences in German MPs' Outside Interests

Geys

Mäuse

2012

Parliam Aff

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“…Research concerned with expectancy confirmation processes focuses on the active role of perceivers in maintaining or creating social reality via their cognitions or behaviors toward a target. (For recent reviews of this literature, see Darley & Fazio, 1980, M. J. Harris & Rosenthal, 1985, and Miller & Turnbull, 1986.) This research has identified two major mechanisms by which a perceiver's expectancies for a target individual or group, even if initially false, may eventually be confirmed.…”

Section: Kay Deaux and Brenda Majormentioning

confidence: 99%

“…The perceiver may communicate his or her expectancies to the target through a variety of mechanisms, including verbal cues, nonverbal cues, and overt action (Harris & Rosenthal, 1985). The exact form the perceiver's behavior takes depends on a number of factors, including his or her goals for the interaction (Miller & Turnbull, 1986).…”

Section: The Perceiver Actsmentioning

confidence: 99%

“…It is at this point in the interaction sequence that serfrelevant interaction goals such as self-verification or self-presentation may compete with behavioral confirmation processes initiated by the perceiver. Faced with expectancy-generated behavior from a perceiver, does the target's own behavior confirm or disconfinn this expectancy?Substantial evidence indicates that under some circumstances targets will confirm a perceiver's expectancies (for reviews, see Darley & Fazio, 1980;M. J. Harris & Rosenthal, 1985).…”

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confidence: 99%

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Putting gender into context: An interactive model of gender-related behavior.

Deaux¹,

Major²

1987

Psychological Review

1,054

802

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A model that describes conditions influencing the display of gender-related behavior is presented as a supplement to existent models of sex differences. Whereas many previous models stress the importance of distal factors, our model emphasizes the degree to which gender-related behavior is variable, proximally caused, and context dependent. More specifically, we propose that gender-related behaviore are influenced by the expectations of perceivers, self-systems of the target, and situational cues. This model of gender-related behavior builds on theory and data in the areas of (a) expectancy confirmation processes and (b) self-verification and self-presentation strategies. Support for the model is presented, and suggestions are offered for its future development.Are men and women different, and if so, why? These seemingly simple questions have proved remarkably resistant to satisfactory answers, despite a long tradition of attempts. Investigators of some eras have emphasized differences between women and men, whereas those of other eras have argued for the essential similarity of the sexes. For example, in recent years one can observe a minimization of sex differences in the benchmark work of Maccoby and Jacklin (1974) and a reendorsement of sex differences in the subsequent work of Gilligan (1982), Eagly (1987), and others. Proponents of both views have had problems. Those who predict stable sex differences have had trouble accounting for the often limited ability of sex to predict behavior and for a variability that sometimes appears random.The order of authorship for this article was determined alphabetically and hence is arbitrary. The contributions of both authors are equivalent and inseparable.Portions of this article were developed while Kay Deaux was a Fellow at the Center for Advanced Study in the Behavioral Sciences, where support was provided in part by the John D. and Catherine T. McArthur Foundation. Additional support was provided by Grants BNS-8217313 and BNS-8604993 from the National Science Foundation to Kay Deaux.Many people have contributed to our thinking in this article. A preliminary version of the model was presented at the Nags Head Conference on Sex and Gender in May 198S, and we thank the members of that conference for their feedback. The members of the Self, Cognition, and Affect Project at the Center for Advanced Study in the Behavioral Sciences provided valuable input and a stimulating context. In addition, we thank the following people for their comments on earlier versions of this article: Richard Ashmore, Nyla Branscombe, Jennifer Crocker, John Darley, Frances Del Boca, Alice Eagly, Russ Fazio, Sam Glucksberg, Tory Higgins, Bill Martin, and Janet Spence.Correspondence concerning this article should be addressed to Kay Deaux, who is now at City University of New York, Graduate Center, Box 325, 33 West 42 Street, New York, New York 10036-8099 or to Brenda Major, Department of Psychology, Park Hall, State University of New York at Buffalo, Amherst, New York 14260.Those who argue that ...

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“…Hedges (1982) and Hunter, Schmidt, and Jackson (1982) suggest that it is inappropriate to include them in one meta-analysis. Harris and Rosenthal (1985) argue that heterogeneity is analogous to individual differences among subjects within single studies, and is common whenever many studies by different investigators using different methods are examined. Hedges (Becker and Hedges, 1984) admitted that: "It is not necessarily inadvisable to draw inferences from heterogeneous effects.…”

Section: Homogeneitymentioning

confidence: 99%

IRRODL Volume 4, Number 2

Authors

2003

IRRODL

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Pointing to the "objectivised, rationalized, technologically-based interaction," Peters (1973) referred to the then prevailing correspondence forms of distance education as "the most industrialized form of education" (p. 313). With such features as assembly line methods; division of labor; centralized processes of teaching materials development, production and dispatching; student admissions enrollment systems; automated registration, course allocation, and student support, and personnel management systems, distance education institutions demonstrated management structures and practices utilized in industrial and business organizations. Large numbers of courses and students were thus "processed" in correspondence, radio, and televisionbased distance education systems.Over the past decade or so, there has been a major worldwide expansion of distance education systems, particularly online, Web-based systems. Unlike prior distance education systems, however, network-based distance education models do not so readily accommodate industrialized forms of education. Indeed, the interaction that network-based models enable between students and course content, teachers and peers, sets practical and attenuates the extent to which such teaching-learning transactions may be regarded a form of industrialization.This divergence from industrial patterns of mass production is further reinforced by, currently in vogue, psychological approaches to learning that encourage abandonment of traditional teacherdirected exposition and passive student assimilation of the structures of objective reality. Constructivism calls for teaching that encourages students' active engagement in the construction of their own cognitive structures and perceptions of reality. To encourage constructivist thinking in the context of network-based distance education, teachers encourage active teacher-student and student-peer dialogue. However, there are practical limits to the number of students with whom an instructor can teach. The finite capacity of teachers to conduct and monitor these different forms of student interaction imposes limits on the capacity of institutions to match the massive numbers of students served by correspondence and mass media-based distance education systems.Notwithstanding these logistical and practical limits to applications of industrial mass production methods to online distance education at the stage of implementation, such applications continue to be relevant for other stages of distance education design and development. When reliant on print-based course materials, large distance education providers, for example, usually maintain large stockpiles of course materials to be shipped as needed to enrolled students. Production of such materials incurs costs of printing, stockpiling, and warehousing. Printing presses and warehouse facilities occupy space. Materials need to be stored, moved, and processed; sometimes Cookson, Vol. 4, No. 2, Editorial: Does "lean thinking" relate to network-based distance education? 2 they become ou...

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Mediation of interpersonal expectancy effects: 31 meta-analyses.

Abstract: This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

Cited by 465 publications

References 84 publications

Are Female Legislators Different? Exploring Sex Differences in German MPs' Outside Interests

Are Female Legislators Different? Exploring Sex Differences in German MPs' Outside Interests

Putting gender into context: An interactive model of gender-related behavior.

IRRODL Volume 4, Number 2

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