Implicit Processes and Emotions in Stereotype Threat about Women's Leadership

2017 ◽  
pp. 1592-1612
Author(s):  
Gwendolyn A. Kelso ◽  
Leslie R. Brody
Keyword(s):  
Stereotype Threat ◽  
Role Models ◽  
Negative Emotion ◽  
Women's Leadership ◽  
Self Report ◽  
Cognitive Responses ◽  
Implicit Processes ◽  
Female Role ◽  
Undergraduate Women ◽  
Implicit And Explicit

Stereotype threat about leadership ability may trigger emotional and cognitive responses that reduce women's leadership aspirations. This chapter reviews literature and presents a study on the effects of implicit (covert) and explicit (overt) leadership stereotype threat on women's emotions, power-related cognitions, and behaviors as moderated by exposure to powerful female or male role models. Emotional responses were measured using self-report (direct) and narrative writing (indirect) tasks. Undergraduate women (n = 126) in the Northeastern U.S. were randomly divided into three stereotype threat groups: none, implicit, and explicit. Implicit stereotype threat resulted in higher indirectly expressed (but not self-reported) anxiety, behaviors that benefited others more than the self, and when preceded by exposure to powerful female role models, higher self-reported negative emotion but also higher indirect positive affect. Explicit stereotype threat resulted in higher indirect optimism, and when preceded by exposure to powerful female role models, lower self-reported sadness but also lower implicit power cognitions.

Implicit Processes and Emotions in Stereotype Threat about Women's Leadership

2015 ◽  
pp. 118-137
Author(s):  
Gwendolyn A. Kelso ◽  
Leslie R. Brody
Keyword(s):  
Stereotype Threat ◽  
Role Models ◽  
Negative Emotion ◽  
Women's Leadership ◽  
Self Report ◽  
Cognitive Responses ◽  
Implicit Processes ◽  
Female Role ◽  
Undergraduate Women ◽  
Implicit And Explicit

Stereotype threat about leadership ability may trigger emotional and cognitive responses that reduce women's leadership aspirations. This chapter reviews literature and presents a study on the effects of implicit (covert) and explicit (overt) leadership stereotype threat on women's emotions, power-related cognitions, and behaviors as moderated by exposure to powerful female or male role models. Emotional responses were measured using self-report (direct) and narrative writing (indirect) tasks. Undergraduate women (n = 126) in the Northeastern U.S. were randomly divided into three stereotype threat groups: none, implicit, and explicit. Implicit stereotype threat resulted in higher indirectly expressed (but not self-reported) anxiety, behaviors that benefited others more than the self, and when preceded by exposure to powerful female role models, higher self-reported negative emotion but also higher indirect positive affect. Explicit stereotype threat resulted in higher indirect optimism, and when preceded by exposure to powerful female role models, lower self-reported sadness but also lower implicit power cognitions.

The Stereotype Threat Effect

2018 ◽  
Vol 29 (4) ◽  
pp. 249-258 ◽  
Author(s):  
Steffen Moritz ◽  
Insa Happach ◽  
Karla Spirandelli ◽  
Tania M. Lincoln ◽  
Fabrice Berna
Keyword(s):  
Stereotype Threat ◽  
Self Report ◽  
Neuropsychological Performance ◽  
Neurocognitive Deficits ◽  
Online Study ◽  
Memory And Attention ◽  
Threat Effect ◽  
Efficacy Expectations ◽  
Study Participants ◽  
The Impact

Abstract. Neurocognitive deficits in patients with mental disorders are partially due to secondary influences. “Stereotype threat” denotes the phenomenon that performance is compromised when a participant is confronted with a devaluing stereotype. The present study examined the impact of stereotype threat on neuropsychological performance in schizophrenia. Seventy-seven participants with a self-reported diagnosis of schizophrenia were randomly assigned to either an experimental condition involving stereotype threat activation or a control condition in an online study. Participants completed memory and attention tests as well as questionnaires on motivation, self-efficacy expectations, cognitive complaints, and self-stigmatization. Contrary to our prediction, the two groups showed no significant differences regarding neuropsychological performance and self-report measures. Limitations, such as a possibly too weak threat cue, are discussed and recommendations for future studies are outlined.

Selection criteria for the biographies of female role models

1978 ◽  
Author(s):  
Agnes N. O'Connell ◽  
◽  
Nancy Felipe Russo
Keyword(s):  
Role Models ◽  
Selection Criteria ◽  
Female Role

Resilient Leadership: A Phenomenological Exploration Into How Black Women in Higher Education Leadership Navigate Cultural Adversity

2021 ◽  
pp. 002216782110030
Author(s):  
Nuchelle L. Chance
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Stereotype Threat ◽  
Role Models ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Women In Leadership ◽  
Women In Higher Education ◽  
Motivation Factors ◽  
Resilient Leadership

This article explores adversity and the lived experiences of Black women in higher education leadership. Using phenomenology, this study specifically explores how Black women in higher education leadership navigate the adverse challenges of intersectionality, stereotype threat, and tokenism. Black women in leadership undergo adversity including limited role models, the concrete ceiling, and the intersectionality of racism, sexism, and ageism, as well as tokenism. The current findings validate that Black women in higher education leadership experience adversity. Some of the more salient codes that emerged were discrimination such as racism, sexism, ageism, and the intersection of these challenges with identity, cultural diversity and belonging, resilience, and leadership callings. Referred to as “superwomen,” Black women are resilient and strong. The results of this study reveal that Black women use adversity as fuel, thus helping them develop the necessary skills to prepare them for leadership. Their strength through adversity is driven by the resilience that has manifested as motivation factors such as family and relationships, mentorship and sponsorship, as well as the support of cultural identity and diversity. The current findings support the notion that adversity shapes Black women into leaders with an emphasis on higher education leadership.

Traditions and Transformations

2021 ◽  
pp. 43-59
Author(s):  
Regina Marler
Keyword(s):  
Virginia Woolf ◽  
Role Models ◽  
Power Relations ◽  
Status Quo ◽  
Female Role ◽  
Avant Garde ◽  
Florence Nightingale ◽  
The Status ◽  
Childhood Home ◽  
Octavia Hill

Modernist, feminist, experimental: the terms we now most associate with Virginia Woolf all presuppose a break with conventions and a rejection of the status quo in art and power relations. Yet all her life, Virginia Woolf kept returning in memory to her childhood home, to the crowded Victorian family in which she was raised, where boys went to the best schools that Sir Leslie Stephen could afford, and girls, however clever or gifted, were shaped for charitable work, for motherhood, for marriage to prominent men. This obsessive turning back is a kind of pained nostalgia: a lament, a grievance, a comfort—and the engine of even her most avant-garde work. This chapter explores the traditions and assumptions of that potent childhood world, in part through the prism of three conservative female role models her mother, Julia Stephen, chose for her daughters: Mrs. Humphry Ward, Octavia Hill, and Florence Nightingale.

Stereotype threat, anxiety, instructor gender, and underperformance in women

2017 ◽  
Vol 18 (3) ◽  
pp. 213-229 ◽  
Author(s):  
Susan Kapitanoff ◽  
Carol Pandey
Keyword(s):  
Academic Performance ◽  
Stereotype Threat ◽  
Student Performance ◽  
Mathematics Anxiety ◽  
Role Model ◽  
Retention Rate ◽  
Specific Class ◽  
Female Role ◽  
Female Role Model ◽  
And Performance

Whatever their major, students are often required to take at least one course in statistics. After graduation, statistics is a key skill in numerous workplace settings. However, for many, it is a particularly difficult course. One factor that may play a role is the lingering misconception that women are not as good as men in mathematics subjects such as statistics. Belief in this gender stereotype can lead women to avoid taking this class and ultimately could contribute to their underrepresentation in many professions. Instructor gender may also be a factor that affects student performance. This study examined whether a female role model would reduce the detrimental effects of a gender/mathematics stereotype threat in women and improve their academic performance and retention rate. Several types of anxiety were measured to determine what aspects of anxiety might be most relevant to stereotype threat. For men, anxiety and performance were not related to the gender of their instructor or endorsement of the gender/mathematics stereotype. For women, mathematics anxiety and anxiety-about-the-specific-class were related to their endorsement of the stereotype. Having a female instructor initially led to higher rates of underperformance on the first examination among women as compared to men. Continued interaction with a female role model, however, reduced this deficit for women by the end of the semester. Understanding this process may help educators better prepare women for success in both academia and the professional world.

scholarly journals Women’s travel writing in the cyber-world – ecofeminist and difference feminist approaches in travel blogs

Feminismo/s ◽  
2020 ◽  
pp. 181
Author(s):  
Mirja Riggert
Keyword(s):  
Travel Writing ◽  
Role Models ◽  
Female Identity ◽  
Symbolic Order ◽  
Gendered Spaces ◽  
Female Role ◽  
Mother Nature ◽  
Female Authority ◽  
Travel Discourse ◽  
Women's Travel

This paper intends to track the development of traditional feminist ideas through the analysis of three contemporary travel blogs. These traditional feminist concepts are to be seen in the construction of a collective female identity that enables transnational and transgenerational solidarity: by receiving and transmitting inspiration, shelter and encouragement among female travellers, the narrators in the blogs create a system of female authority. Within this system, female role models as well as maternal figures become points of reference that help to revalue female attributes. This concept shows allusions to the theory of difference feminism as it is presented in the «symbolic order of the mother» by Luisa Muraro. A similar approach of revaluating femininity happens through the orientation towards ‘Mother Nature’. By staging women’s ability to give birth, cultural ecofeminists like Susan Griffin intend to affirm a close bond between women and nature. This representation of an emphasised femininity becomes a central marker in the narratives of the blogs. While this agenda might be designed to counter gendered spaces and the traditional alienation of women within travel discourse, it is problematised by exclusionary and essentialist definitions of femininity that harden engendered binaries like masculinity/femininity or nature/culture.

scholarly journals Negative Emotion Reduces Visual Working Memory Recall Variability: A Meta-analytical Review

2021 ◽  
Author(s):  
Weizhen Xie ◽  
Chaoxiong Ye ◽  
Weiwei Zhang
Keyword(s):  
Working Memory ◽  
Negative Emotion ◽  
Neutral Condition ◽  
Self Report ◽  
Delay Estimation ◽  
Evidence Based ◽  
Memory Recall ◽  
Negative Experiences ◽  
Emotion Induction ◽  
Analytical Review

Negative emotion is often hypothesized to trigger a more deliberate processing mode.This effect can manifest as increased precision of information maintained in working memory (WM) captured by reduced WM recall variability. However, some recent evidence shows that WM representations are immune to any emotional influences. Here, we meta-analyze existing evidence based on data from 13 experiments across 491 participants who performed a delay estimation WM task under negative and neutral emotions. We find that negative emotion modestly reduces WM recall variability and increases recall failures relative to the neutral condition. These effects are moderated by participants’ self-report negative experiences during emotion induction. Collectively, these data suggest that negative emotion influences how muchand how well one can remember in WM.

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