Quality of care attributions to employed versus stay‐at‐home mothers

Shpancer, Noam; Melick, Katherine M.; Sayre, Pamela S.; Spivey, Aria T.

doi:10.1080/03004430500039531

Cited by 7 publications

(3 citation statements)

References 25 publications

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“…Women who work outside the home are perceived as less nurturing and less competent in the role of mother compared to their counterparts who choose to stay home to raise their children (e.g. Bridges and Etaugh 1995;Bridges and Orza 1993;Shpancer et al 2006). For example, adult females who rated their perception of a videotaped parent-child interaction evaluated the same mother as providing worse care when the mother in the video was described as a working mother than when she was described as a stay-at-home mother (Shpancer et al).…”

Section: Introductionmentioning

confidence: 98%

Exploration of “Good Mother” Stereotypes in the College Environment

et al. 2008

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This study extends research on the good mother stereotype by examining students' perceptions of other students who return to school after having a child. Undergraduate students attending either community college or a 4-year southeastern university within the United States were asked to review a vignette in which a mother's decision to return to college and her role satisfaction were manipulated. The 205 participants rated the woman who elects to continue her education shortly after the birth of a child as significantly less feminine, more dominant, more arrogant-calculating and cold-hearted, and less warmagreeable than the mother who discontinued her education. The impact of these results is discussed in the context of Tinto's (Review of Educational Research 45, 89-127, 1975) classic theory of student retention and Eagly and Steffen's (Journal of Personality and Social Psychology 46, [735][736][737][738][739][740][741][742][743][744][745][746][747][748][749][750][751][752][753][754] 1984) theory of gender stereotypes.

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Section: Introductionmentioning

confidence: 98%

Exploration of “Good Mother” Stereotypes in the College Environment

et al. 2008

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“…In the new millennium, there has been an increasing amount of research on the lives of stay-athome mothers (e.g., Delap, 2011 on housework; Zimmermann, 2000 on martial equality; Bridges et al, 2002 on care attributions;Shpancer et al, 2006;Kivelä, 2012 on career interruptions;Parker & Morrow, 2017 on intensive mothering). Recent studies have also reported on the well-being of mothers of young children (e.g., Noy, Taubman-Ben-Ari, & Kuint, 2014;Lloyd & O'Brien, 2016).…”

mentioning

confidence: 99%

Crafting Well-Being: Meanings and Intentions of Stay-at-Home Mothers' Craft-Based Leisure Activity

Pöllänen

Voutilainen²

2017

Leisure Sciences

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“…When subgroups of mothers are compared, SAHMs are still evaluated as better care providers, with this trend being more pronounced when young-adult women hold negative attitudes about maternal employment (Shpancer, Melick, Sayre, & Spivey, 2006).…”

Section: Highmentioning

confidence: 99%

Communicating to Resolve the "Mommy Wars": Testing Communicated Stereotypes and the Common Ingroup Identity Model with Stay-at-Home and Working Mothers

Odenweller¹

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Toward empirically validating motherhood as an intergroup context and uncovering communicative solutions to resolving the cultural "mommy wars," the goal of this dissertation was to test foundational intergroup communication theories with stay-at-home mothers (SAHMs) and working mothers (WMs) across two independent experiments. In Study One, participant SAHMs and WMs (N = 529) reported on their outgroup attitudes, affective responses (i.e., contempt, admiration, envy, and pity), behavioral responses (i.e., active/passive facilitation, active/passive harm), intergroup anxiety, and willingness to communicate after viewing a description of a target SAHM or WM designed in accordance with the most prevalent stereotypes of SAHMs and WMs established by previous research. The results of Study One revealed the powerful-and primarily negative-effects of stereotypes on mothers' cognitive, affective, and behaviors responses to outgroup mothers. In Study Two, participant SAHMs and WMs (N = 154) reported on their stereotype reliance, outgroup attitudes, perceptions of outgroup typicality, provision of help, and willingness to communicate after viewing an introduction message from a target SAHM or WM designed in accordance with the four representational mediators in the common ingroup identity model (Gaertner, Dovidio, Anastasio, Bachman, & Rust, 1993; Gaertner, Rust, Dovidio, Bachman, & Anastasio, 1994). Given that CIIM tenets were not supported when applied to this novel experimental design, the results of Study Two demonstrate the complexities of communicating social categorization and present opportunities for future investigations of the CIIM. The discussion highlights the implications and contributions of these findings to intergroup communication theory and scholarship, mothers' interpersonal relationships, and women's group vitality. Recommendations for future investigations of mothers' intergroup conflict within media coverage of the cultural "mommy wars," across interactions in more developed mother-mother relationships, and via mothers' interactions in online channels are also discussed. iii TABLE OF CONTENTS

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Quality of care attributions to employed versus stay‐at‐home mothers

Cited by 7 publications

References 25 publications

Exploration of “Good Mother” Stereotypes in the College Environment

Exploration of “Good Mother” Stereotypes in the College Environment

Crafting Well-Being: Meanings and Intentions of Stay-at-Home Mothers' Craft-Based Leisure Activity

Communicating to Resolve the "Mommy Wars": Testing Communicated Stereotypes and the Common Ingroup Identity Model with Stay-at-Home and Working Mothers

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