1 Psychology 320: Psychology of Gender and Sex Differences Lecture 14

1. Due to unforeseen circumstances, I must change my office hour next week to: 2 Thursday, October 18, 2:30-3:30PM, Kenny 2517 Announcements

3 Office Hour Invitations October 18 th, 2:30-3:30, Kenny 2517 **Please note time change for next week’s office hour**

2. Due to a conference presentation, Jacqueline-Marie (TA for students with last names A-M) must change her office hour next week to: 4 Friday, October 19, 11:30AM-12:30PM, Kenny 3514

5 1. What are the consequences of gender stereotypes? (continued) Gender Stereotypes

6 1. distinguish between distinct forms of sexism. 2. identify measures of distinct forms of sexism. 3. identify sex differences in and correlates of hostile sexism and benevolent sexism. By the end of today’s class, you should be able to: 4. generate examples to illustrate sex discrimination.

7 5. define the term “stereotype threat.” 6. explain how stereotype threat influences performance.

8 HM and BM are assessed by the Ambivalence Toward Men Inventory (AMI; Glick and Fiske, 1999). Two forms of sexism toward men have been identified: Hostile sexism toward men (HM) and benevolent sexism toward men (BM). What are the consequences of gender stereotypes? (continued) 1. Sexism (continued)

9 Your Questionnaire: AMI (Glick and Fiske, 1999) Score 1: Hostile sexism toward men score (HM). Score 2: Benevolent sexism toward men score (BM).

10 AMI: Descriptive Statistics (Glick and Fiske, 1999) Scale ScoreRangeMean for FemalesMean for Males HM (SD=.91)1.84 (SD=.89) BM (SD=.91)1.93 (SD=.95) Cronbach’s alphas, HM, BM:.86,.83. Correlations between HM and BM:.65 (males),.39 (females). Correlations between ASI and AMI:.69 (males),.76 (females).

11 Glick et al. (2004) administered the AMI to participants in 16 countries (e.g., Argentina, Australia, England, Italy, Mexico, Singapore, Syria, Taiwan, Turkey): (a) HM and BM were positively correlated with one another. (b) Females obtained higher scores on HM than males.

12 (e) National scores on HM and BM were negatively correlated with national scores on gender equality. (c) Males obtained higher scores on BM than females. (d) HS and BS scores among males were positively correlated with HM and BM scores among females.

13 Correlations Between AMI Averages and National Indices of Gender Equality (Glick et al., 2000) AMI SubscaleGDIGEM Men’s Averages HM-.51*-.45 † BM-.62 ** -.63** Women’s Averages HM-.65**-.66** BM-.53*-.56* GDI=Gender Development Index GEM=Gender Empowerment Measure *p<.05, ** p<.01

14 Refers to the differential treatment of individuals based on their sex. 2. Sex Discrimination Examples:  2004: Class-action law suit, Betty Dukes et al. vs. Walmart.  2005: Class-action law suit, David Woods et al. vs. the State of California, WEAVE, and DVSAC.

15 Sex discrimination can reinforce stereotypes by creating “self-fulfilling prophecies” (i.e., stereotype-consistent attributes among the targets of discrimination). Example: The differential treatment of boys and girls with respect to reading aptitude and interest.

16 Refers to the tendency for individuals to act in ways that are consistent with the stereotypes of their groups. 3. Stereotype Threat Results from anxiety that one will confirm negative stereotypes. The anxiety, in turn, hinders performance. Examples:

17 1. Koenig and Eagly (2005)  Recruited female and male university students.  Two conditions: Threat condition: Read a statement describing sex differences in performance on previous social sensitivity tests. Non-threat condition: No statement provided.

18 FemalesMales ThreatNon-ThreatThreatNon-Threat Mean Performance on Social Sensitivity Test (Koenig & Eagly, 2005)

19 2. Keller (2002)  Recruited female and male high school students.  Two conditions: Threat condition: Statement read to participants describing sex differences in performance on previous math tests. Non-threat condition: No statement read.

20 FemalesMales ThreatNon-ThreatThreatNon-Threat Number of Correct Answers on Math Test (Keller, 2002)

21 3. Shih, Pittinsky, and Ambady (1999)  Recruited Asian American female university students.  Three conditions: Female identity salient condition: Female identity made salient using demographic questions. Asian identity salient condition: Asian identity made salient using demographic questions. No identity salient condition: Neither identity made salient.

22 Female Identity Salient Asian Identity Salient No Identity Salient Proportion of Correct Answers on Math Test (Shih, Pittinsky, & Ambady, 1999)

23 1. What are the consequences of gender stereotypes? (continued) Gender Stereotypes