1. 1 Psychology 320: Psychology of Gender and Sex Differences October 13 Lecture 10

2. 2 Office Hour Invitations October 15, 2:30-4:30PM, Kenny 3102 40915143 45791143 46272100 46889151 47370127 50047159 53347126

3. 3 Tutorial 2 of the Peer Mentor Program is scheduled at the following times: October 13, 12:30-2:00PM, Swing 222 October 14, 4:30-6:00PM, Buch B303 The discussion questions for Tutorial 2 will be posted on the course website (see Peer Mentor Program). Reminder

4. A little R&R …. (Review and Reflect) 4

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

6. 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 toward women. By the end of today’s class, you should be able to: 4. identify sex differences in and correlates of hostile sexism and benevolent sexism toward men.

7. 7 7. define the term stereotype threat. 8. explain how stereotype threat influences performance. 6. generate examples to illustrate sex discrimination. 5. define the term sex discrimination.

8. 8 What are the consequences of gender stereotypes? (continued) 1. Sexism (continued) HS and BS are assessed by the Ambivalent Sexism Inventory (ASI; Glick & Fiske, 1996, 2011).

9. 9 Your Questionnaire: ASI (Glick & Fiske, 1996, 2011) Score 1: Hostile sexism toward women score (HS). Score 2: Benevolent sexism toward women score (BS).

10. 10 ASI: Descriptive Statistics (Glick & Fiske, 1999; Glick & Whitehead, 2010) Scale ScoreRangeMean for FemalesMean for Males HS0-51.90 (SD=.89)2.26 (SD=1.06) BS0-51.99 (SD=1.01)2.32 (SD=.93) Cronbach’s alphas, HS, BS:.80,.77. Correlations between HS and BS:.31 (males),.45 (females).

11. 11 Glick et al. (2000) administered the ASI to participants in 19 countries (e.g., Australia, Botswana, Cuba, Germany, Japan, the Netherlands, South Korea, US): (a) HS and BS are positively correlated with one another. (b) Males obtain higher scores on HS than females.

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

13. 13 Correlations Between ASI Averages and National Indices of Gender Equality (Glick et al., 2000) ASI SubscaleGDIGEM Men’s Averages HS-.47-.53 BS-.40-.43 Women’s Averages HS.03-.38 BS-.32-.42 GDI=Gender Development Index (longevity, literacy, purchasing power). GEM=Gender Empowerment Measure (professional positions, purchasing power, parliament seats).

14. 14 HM and BM are assessed by the Ambivalence Toward Men Inventory (AMI; Glick & Fiske, 1999, 2011). Two forms of sexism toward men have been identified: Hostile sexism toward men (HM) and benevolent sexism toward men (BM).

15. 15 Your Questionnaire: AMI (Glick & Fiske, 1999, 2011) Score 1: Hostile sexism toward men score (HM). Score 2: Benevolent sexism toward men score (BM).

16. 16 AMI: Descriptive Statistics (Glick & Fiske, 1999; Glick & Whitehead, 2010) Scale ScoreRangeMean for FemalesMean for Males HM0-51.80 (SD=.94)1.40 (SD=.83) BM0-51.38 (SD=.94)1.96 (SD=1.01) 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).

17. 17 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.

18. 18 (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.

19. 19 Correlations Between AMI Averages and National Indices of Gender Equality (Glick et al., 2004) AMI SubscaleGDIGEM Men’s Averages HM-.51-.45 BM-.62-.63 Women’s Averages HM-.65-.66 BM-.53-.56 GDI=Gender Development Index (longevity, literacy, purchasing power). GEM=Gender Empowerment Measure (professional positions, purchasing power, parliament seats).

20. 20 Refers to the differential treatment of individuals based on their sex. 2. Sex Discrimination

21. 21 Examples:  Sex discrimination against females: Betty Dukes et al. vs. Walmart.  Sex discrimination against males: David Woods et al. vs. the State of California.

22. 22 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.

23. 23 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:

24. 24 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.

25. 25 FemalesMales ThreatNon-ThreatThreatNon-Threat 10.459.839.3810.31 Mean Performance on Social Sensitivity Test (Koenig & Eagly, 2005) Significant differences between threat and non-threat conditions, p<.05.

26. 26 2. Keller (2002)  Recruited female and male high school students.  Two conditions: Threat condition: Read a statement describing sex differences in performance on previous math tests. Non-threat condition: No statement read.

27. 27 FemalesMales ThreatNon-ThreatThreatNon-Threat 8.910.312.411.6 Number of Correct Answers on Math Test (Keller, 2002) Significant differences between threat and non-threat conditions, p<.05.

28. 28 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.

29. 29 Female Identity Salient Asian Identity Salient No Identity Salient 435449 Proportion of Correct Answers on Math Test (Shih, Pittinsky, & Ambady, 1999) Significant differences between identity and no identity conditions, p<.05.

30. 30 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 toward women. By the end of today’s class, you should be able to: 4. identify sex differences in and correlates of hostile sexism and benevolent sexism toward men.

31. 31 7. define the term stereotype threat. 8. explain how stereotype threat influences performance. 6. generate examples to illustrate sex discrimination. 5. define the term sex discrimination.