scholarly journals Tests of Social Dominance on Charitable Intent Towards Minorities

2021 ◽  
Author(s):  
◽  
Zacchaeus Bastion
Keyword(s):  
Social Dominance ◽  
Factor Model ◽  
Social Dominance Orientation ◽  
Support Service ◽  
Future Research ◽  
First Year ◽  
Social Hierarchies ◽  
First Year Students ◽  
Antisocial Attitudes ◽  
The One

<p>This thesis investigates the hypothesis that the design of adverts for charitable causes may be unintentionally priming viewers in Social Dominance Orientation (SDO: Pratto, Sidanius, Stallworth, & Malle, 1994). Huang and Liu (2005) found evidence that presenting people with material that makes social hierarchies salient can temporarily increase a person's level of SDO. As many charities make differences in social hierarchy salient as part of their advertisement campaigns, it is possible that such advertisements may unintentionally prime the SDO of viewers. Given prior research that indicates that high SDO is correlated with antisocial attitudes (Sibley & Duckitt, 2010), such priming may be reducing the likelihood that viewers would donate towards the charitable cause. First, a pre-test was conducted to test the psychometric structure and reliability of the SDO7 (Ho, et al., in print) and the Counter Dominance Orientation measure (CDO: Pratto et al., 2012). Confirmatory factor analysis of each measure found a four-factor model of SDO and a two-factor model of CDO. Subsequently, 139 first-year students of psychology were used to test the previously-mentioned hypothesis. Participants were asked to critically evaluate one of two adverts for a student support service, with the one in the experimental condition being for a service for Māori and Pacifica students. The intent of this advert was to prime viewers on SDO. Afterwards, they engaged in a hypothetical public goods game where a portion of the money pool would go towards the service the advert was for. If the hypothesis was correct, participants who were primed on SDO would be less willing to contribute towards a cause that supported minorities, but the data did not support this. Implications and potential future research, both for the new measures and the hypothesis are explored.</p>

scholarly journals Tests of Social Dominance on Charitable Intent Towards Minorities

2021 ◽  
Author(s):  
◽  
Zacchaeus Bastion
Keyword(s):  
Social Dominance ◽  
Factor Model ◽  
Social Dominance Orientation ◽  
Support Service ◽  
Future Research ◽  
First Year ◽  
Social Hierarchies ◽  
First Year Students ◽  
Antisocial Attitudes ◽  
The One

<p>This thesis investigates the hypothesis that the design of adverts for charitable causes may be unintentionally priming viewers in Social Dominance Orientation (SDO: Pratto, Sidanius, Stallworth, & Malle, 1994). Huang and Liu (2005) found evidence that presenting people with material that makes social hierarchies salient can temporarily increase a person's level of SDO. As many charities make differences in social hierarchy salient as part of their advertisement campaigns, it is possible that such advertisements may unintentionally prime the SDO of viewers. Given prior research that indicates that high SDO is correlated with antisocial attitudes (Sibley & Duckitt, 2010), such priming may be reducing the likelihood that viewers would donate towards the charitable cause. First, a pre-test was conducted to test the psychometric structure and reliability of the SDO7 (Ho, et al., in print) and the Counter Dominance Orientation measure (CDO: Pratto et al., 2012). Confirmatory factor analysis of each measure found a four-factor model of SDO and a two-factor model of CDO. Subsequently, 139 first-year students of psychology were used to test the previously-mentioned hypothesis. Participants were asked to critically evaluate one of two adverts for a student support service, with the one in the experimental condition being for a service for Māori and Pacifica students. The intent of this advert was to prime viewers on SDO. Afterwards, they engaged in a hypothetical public goods game where a portion of the money pool would go towards the service the advert was for. If the hypothesis was correct, participants who were primed on SDO would be less willing to contribute towards a cause that supported minorities, but the data did not support this. Implications and potential future research, both for the new measures and the hypothesis are explored.</p>

Exploring the Multidimensional Facets of Authoritarianism: Authoritarian Aggression and Social Dominance Orientation

2008 ◽  
Vol 67 (1) ◽  
pp. 51-60 ◽  
Author(s):  
Stefano Passini
Keyword(s):  
Social Dominance ◽  
Factor Model ◽  
Three Dimensional ◽  
Social Dominance Orientation ◽  
Model Fit ◽  
Regression Analyses ◽  
One Dimensional ◽  
Confirmatory Factor ◽  
The One ◽  
Better Than

The relation between authoritarianism and social dominance orientation was analyzed, with authoritarianism measured using a three-dimensional scale. The implicit multidimensional structure (authoritarian submission, conventionalism, authoritarian aggression) of Altemeyer’s (1981, 1988) conceptualization of authoritarianism is inconsistent with its one-dimensional methodological operationalization. The dimensionality of authoritarianism was investigated using confirmatory factor analysis in a sample of 713 university students. As hypothesized, the three-factor model fit the data significantly better than the one-factor model. Regression analyses revealed that only authoritarian aggression was related to social dominance orientation. That is, only intolerance of deviance was related to high social dominance, whereas submissiveness was not.

scholarly journals Supporting social hierarchy is associated with White police officers’ use of force

2021 ◽  
Vol 118 (18) ◽  
pp. e2007693118
Author(s):  
Jillian K. Swencionis ◽  
Enrique R. Pouget ◽  
Phillip Atiba Goff
Keyword(s):  
Police Officers ◽  
Social Order ◽  
Social Dominance ◽  
Negative Binomial ◽  
Social Dominance Orientation ◽  
Future Research ◽  
Patrol Officers ◽  
Social Hierarchies ◽  
Black Officers ◽  
Force Relationship

Three studies translate social dominance theory to policing, testing the relationship between individual officers’ endorsement of social hierarchies and their tendency to use force against residents. This article demonstrates a link between officer psychological factors and force. Because police are empowered to use force to maintain social order, and because White officers hold a dominant racial identity, we hypothesized social dominance orientation (SDO) would relate to force positively for White officers. For Black officers, we hypothesized a weak relationship between SDO and force, if any. To test these predictions, we examined the relationships between SDO and force using negative binomial regression models stratified by officer race. In an eastern city, SDO relates to force incidents positively for White officers and negatively for Black officers. In a southern city, SDO relates to force positively for White officers, and not significantly for Black officers. Stratified by race and rank, a second eastern city shows a marginally significant, positive SDO/force relationship for White patrol officers, and no significant SDO/force relationship for Black patrol officers. Finally, testing our hypotheses on a dataset pooled across these cities revealed a positive SDO/force relationship among White officers, and no significant SDO/force relationship among Black officers. These findings are consistent with our hypotheses and suggest a need to examine the role that maintaining social hierarchies plays in police behaviors. Future research must continue to investigate these relationships, especially with larger samples of non-White officers, and information about officers’ patrol environments.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

scholarly journals Teaching Socrates to First-year Philosophy Students in Iran, Based on Plato's Euthyphro

2018 ◽  
Vol 19 (38) ◽  
pp. 36-41
Author(s):  
Maryam Forghani ◽  
Sofia A Koutlaki
Keyword(s):  
Practical Experience ◽  
First Year ◽  
Socratic Method ◽  
First Year Students ◽  
Starting Point ◽  
The One ◽  
Everyday Routine

AbstractIs it possible to teach philosophy to first-year philosophy students in a way similar to the one Socrates used to teach his interlocutors in the early dialogues? Socrates conducted challenging discussions in the agora of Athens; he began with examining everyday routine concepts, subjected his interlocutors to scrutiny—ἒλεγχος— showed the contradictions in their thinking, and often finally arrived at both his and their ignorance. The starting point of this paper is whether is it possible to teach Socratic philosophy following the Socratic Method. Here, we defend this possibility based on our practical experience of teaching Plato's Euthyphro to first-year students. In particular, the first author taught three groups of first-year philosophy students, for three semesters—Autumn 2016, Spring and Autumn 2017—in the Department of Philosophy at ATU (Allameh Tabataba'i University, Tehran, Iran).

scholarly journals From studio practice to online design education: Can we teach design online? | De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ?

2019 ◽  
Vol 45 (1) ◽  
Author(s):  
Katja Fleischmann
Keyword(s):  
Design Education ◽  
Virtual Classroom ◽  
Future Research ◽  
First Year ◽  
First Year Students ◽  
Art And Design ◽  
Face To Face ◽  
Online Design ◽  
Studio Practice ◽  
Is Design

Digital technology is reshaping the way higher education subjects are taught, including design. Various design disciplines use studio teaching as a pedagogy to educate students for professions in art and design. Studio teaching bases a high premium on face-to-face interactions which guide learning through dialogue and feedback on individual work. Many design educators believe it is difficult or even impossible to teach design online because of studio-based interactions. Is design one of those disciplines that cannot be taught online because of the studio culture? This study explores that question by investigating the effectiveness of teaching design subjects that employ a virtual classroom to manage peer-to-peer critiques, instructor feedback, and assignments. Twenty-eight first-year students participated in two online design subjects that required them to interact with fellow students and the design instructor via a Learning Management System. The experienced benefits and challenges of students and instructors are presented, and future research is highlighted.La technologie numérique transforme la façon dont sont enseignées les disciplines de l’éducation postsecondaire, y compris le design. Différentes branches du design se servent de l’enseignement en studio comme pédagogie permettant de former les étudiants pour les métiers des arts et du design. L’enseignement en studio accorde une importance considérable aux interactions en personne qui orientent l’apprentissage par l’entremise du dialogue et de la rétroaction offerte sur le travail individuel. De nombreux enseignants de design croient qu’il est difficile, voire impossible, d’enseigner le design en ligne à cause des interactions en studio. Le design est-il l’une de ces disciplines que l’on ne peut pas enseigner en ligne à cause de la culture des studios? Cette étude explore la question en investiguant l’efficacité de sujets qui étudient le design à l’aide d’une salle de classe virtuelle, qui sert à gérer les critiques entre les pairs, les rétroactions de l’instructeur, ainsi que les travaux à effectuer. Vingt-huit étudiants de première année ont pris part à deux cours de design en ligne qui exigeaient d’eux qu’ils interagissent avec leurs camarades et avec l’instructeur par l’entremise d’un système de gestion de l'apprentissage. Les avantages et les défis dont les étudiants et les instructeurs ont fait l’expérience sont présentés, et des pistes sont proposées pour des études futures.

Australian Attitudes Toward Asylum Seekers: Roles of Dehumanization and Social Dominance Theory

2015 ◽  
Vol 43 (10) ◽  
pp. 1641-1655 ◽  
Author(s):  
Justin S. Trounson ◽  
Christine Critchley ◽  
Jeffrey E. Pfeifer
Keyword(s):  
Theoretical Model ◽  
Significant Role ◽  
Social Dominance ◽  
Asylum Seekers ◽  
Online Survey ◽  
Social Dominance Orientation ◽  
Policy Implications ◽  
Future Research ◽  
Factors Influencing ◽  
Australian Context

We employed a theoretical model of dehumanization to identify the factors influencing attitudes toward asylum seekers within an Australian context. Specifically, we hypothesized that Australians high in social dominance orientation (SDO) would be more likely than those low in SDO to dehumanize asylum seekers. Participants (N = 311) completed an online survey designed to assess SDO, their attitudes and emotions toward asylum seekers, and their tendency to engage in dehumanization. Results indicated that the model can be successfully applied to an Australian context and that dehumanization played a significant role in influencing our participants' attitudes toward asylum seekers. Findings are discussed in terms of future research as well as policy implications for Australian immigration issues.

scholarly journals LEARNING MOTIVATION AS A BASIS FOR EFFECTIVE EDUCATIONAL PROCESS AT HIGHER EDUCATIONAL INSTITUTES

2017 ◽  
Vol 2017 (2) ◽  
pp. 4-11 ◽  
Author(s):  
Л. Гнездилова ◽  
L. Gnezdilova ◽  
М. Гнездилов ◽  
M. Gnezdilov
Keyword(s):  
Social Life ◽  
Educational Process ◽  
Learning Motivation ◽  
Process Efficiency ◽  
Learning Activity ◽  
First Year ◽  
Student Survey ◽  
First Year Students ◽  
Higher Educational ◽  
The One

<p>The article features the role of motivation for higher education. The authors state that learning motivation is one of the decisive factors of educational process efficiency at higher educational institutes, presenting a set of motives that cause students’ activity in the educational process. The knowledge available in the psycho-pedagogical science about the issues of learning motivation is synthesized. The article presents the results of the survey conducted among the first-year students of Kuzbass State Technical University named after T. F. Gorbachev to explore meaningful aspects of their learning motivation. It is noted that a group of material motives, in which students perceive learning as the basis for their future decent material life, and a group of civil motives, in which students perceive learning as preparation for future social life, are their main leaning motives. Cognitive motive, such as a desire for new knowledge, are also revealed in the student survey. A group of prestige motives, such as a desire for a high social status, is also revealed. Most of the students' learning motives are attributed to the group of external motives. The results obtained, according to the authors, are a signal for teachers to search for approaches that are aimed at developing their students' internal motivation. Internal motives of learning can be considered as semantic motives for learning activity. Identified motives are also referred by the authors to a group of conscious motives. The importance of conducting such surveys is emphasized; on the one hand, for students themselves and the process of comprehension of their desires and needs; on the other hand, for planning and development of learning motivation and searching for effective motivationally-oriented approaches to teaching.</p>

scholarly journals Who Are Their Leaders? College Students Perceptions of and Engagement with Campus Leaders and Administrators

2021 ◽  
Vol 11 (3) ◽  
pp. 43
Author(s):  
Stephanie Rizzo ◽  
Dana J. Tribble ◽  
Louis S. Nadelson
Keyword(s):  
College Students ◽  
Campus Climate ◽  
Online Survey ◽  
Future Research ◽  
First Year ◽  
Exploratory Research ◽  
Cross Sectional ◽  
First Year Students ◽  
Campus Leaders ◽  
Campus Administrators

College students&rsquo; interactions with campus leaders is critical to their success, particularly in situations of distress. Yet, little is known about college students&rsquo; knowledge, perceptions, and identification of campus administrators, faculty members, and staff as leaders and their interactions with these campus leaders. To fill the gap in the literature, we applied a cross-sectional methodology to gather a combination of quantitative and qualitative data using an online survey. We had 60 first-year students participate in our exploratory research by fully completing our survey. We found that students identified their advisors as leaders on campus. We also found most of our participants avoided campus administrators in fear of judgment, intimidation, and feelings of anxiety. Our results have implications for campus leadership, college administrators, student retention, and campus climate. Following our results, we discuss implications for practice and offer additional recommendations for future research.

scholarly journals The relationship between social dominance orientation and contextual performance

2018 ◽  
Vol 31 (4) ◽  
pp. 795-829
Author(s):  
HyunJun Lee ◽  
TaeYong Yoo
Keyword(s):  
Survey Research ◽  
Social Dominance ◽  
Research Method ◽  
Social Dominance Orientation ◽  
Contextual Performance ◽  
Self Concept ◽  
Future Research ◽  
Working Adult ◽  
The Relationship

The purposes of this study were, first, to confirm the internal structure of social dominance orientation by using Korean working adult sample. Second is to investigate the effect of social dominance orientation on the employee’s contextual performance at the facet level, along with exploring the possible role of narcissistic self-concept(grandiosity) and interpersonal motive(dominance). Using the survey research method, data were collected from 411 employees who were working in a variety of organizations in Korea. The results of study showed that subdimensions of social dominance orientation(SDO-D, SDO-E) were significantly correlated with each other and SDO-E factor was negatively related with interpersonal facilitation. SDO-D factor was not significantly related with neither interpersonal facilitation nor job dedication. However, grandiosity and dominance fully mediated the relationship between SDO-D factor and both subdimensions of contextual performance. Based on these results, we discussed the implications of study, limitations, and the suggestions for future research.

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