Otra vez tarde, no he tenido tiempo... bueno, siendo honestos, no sé cómo organizarme, pero lo pondré en práctica. Ahora sí, variables independientes y dependientes. Good luck for me! Here we go:
Appel,
M. & Kronberger, N. (2012), “Stereotypes
and the Achievement Gap: Stereotype Threat Prior to Test Taking”,
Educational
Psychology Review,
24:609–635
Abstract
Stereotype
threat is known as a situational predicament that prevents members of
negatively stereotyped groups to perform up to their full ability.
This review shows that the detrimental influence of stereotype threat
goes beyond test taking: It impairs stereotyped students to build
abilities in the first place. Guided by current theory on stereotype
threat processes and boundary conditions, this review integrates
findings on test taking, disidentification, and learning. A new
three-stage account of stereotype threat is proposed that includes
stereotype threat effects on both ability and performance.
Implications for future research and practice are discussed.
V.I: Steryotipes
V.D: Achievment Gap.
ESTUDIO
2
Fischer,
M. (2010), “A
longitudinal examination of the role of stereotype threat and racial
climate on college outcomes for minorities at elite institutions”,
Social
Psychology of Education,
13:19–40
Abstract
This paper
employs hierarchical linear models to explore the long-term effects
of stereotype threat on college outcomes for students in the National
Longitudinal Survey of Freshmen. Performance burden was negatively
related to both grades and social satisfaction with college. Social
satisfaction with college was also significantly impacted by
students’ perception of the campus racial climate. This paper
examines the combined impact of performance burden, campus racial
climate, cumulative GPA, and social life satisfaction early in
college on 4 year graduation rates. Overall, while there are large
initial differences in the likelihood of graduating on
time
for black and Hispanic students relative to whites, these differences
are completely explained by assessments of campus racial climate,
social life satisfaction, and grades. The findings suggest that
interventions to reduce stereotype threat and improve the racial
atmosphere on campus may go a long way towards reducing—and in some
cases eliminating—disparities between racial/ethnic groups in
college outcomes.
V.I.: Stereotype threat - Racial Climate
V.D.: College outcomes for minorities at elite institutions
ESTUDIO
3
Martinot,
D., Bagés, C.; & Désert, M. (2012), “French
Children’s
Awareness of Gender Stereotypes
About
Mathematics and Reading: When Girls Improve Their Reputation in
Math”, Sex
Roles,
66:210–219.
Abstract
Since 2000,
surveys on academic achievement show gender inequalities in favor of
girls in the school setting. The aim of the present study was to
examine if gender stereotypes about academic abilities that are
usually considered as fully demonstrated in the literature have to be
updated.
Three hundred ninety-eight French fifth graders from a medium-sized
provincial town answered a questionnaire designed to examine, both
with direct and indirect measures, if they hold different gender
stereotypes concerning mathematics and reading depending on target’s
age
(children vs.
adults). As
expected, results showed that participants, regardless of their
gender, were aware of a math-ability stereotype favorable to men when
the stereotyped targets were adults. When the stereotyped targets
were children and young adolescents, the math-ability stereotype was
less clear. Participants believed that people think that girls
succeed as well as boys in math. Concerning reading-ability,
participants reported the “usual”
stereotype
favorable to females, regardless of the stereotyped target’s
age (child or adult). Together these results suggest that academic
gender stereotypes have to be reconsidered. The math-ability
stereotype targeting children and favorable to both genders seems to
show an improvement of the French
girls’
reputation in
mathematics. Moreover, the reputation of French boys in this domain
seems to be poorer than reported in previous research.
V.I.: Gender stereotypes about maths and reading
V.D. French children's awareness
STUDIO
4
Rydell,
R., Rydell, M.; & Boucher, K. (2010), “The
Effect of Negative Performance Stereotypes on Learning”, Journal
of Personality and Social Psychology,
99, 883–896.
Stereotype
threat (ST) research has focused exclusively on how negative group
stereotypes reduce
performance.
The present work examines if pejorative stereotypes about women in
math inhibit their ability to learn the mathematical rules and
operations necessary to solve math problems. In Experiment 1, women
experiencing ST had difficulty encoding math-related information into
memory and, therefore, learned fewer mathematical rules and showed
poorer math performance than did controls. In Experiment 2, women
experiencing ST while learning modular arithmetic (MA) performed more
poorly than did controls on easy MA problems; this effect was due to
reduced learning of the mathematical operations underlying MA. In
Experiment 3, ST reduced women’s, but not men’s, ability to learn
abstract mathematical rules and to transfer these rules to a second,
isomorphic task. This work provides the first evidence that negative
stereotypes about women in math reduce their level of mathematical
learning and demonstrates that reduced learning due to stereotype
threat can lead to poorer performance in negatively stereotyped
domains.
V.I.: Negative Stereotypes
V.D.:Learning
ESTUDIO 5
Smeekes, A.; &
Verkuyten. M. (2013), “Collective
self-continuity, group identification
and in-group defense”, Journal of
Experimental Social Psychology, 49,
984–994.
The
present research tested the proposition that the sense of
self-continuity that people derive from their group membership
provides a basis for group identification
and drives in-group defensive reactions in the context of identity
threat. This proposition was examined in three studies, using the
context of national identity. Study 1 found that collective
self-continuity uniquely and strongly predicted national
identification,
when controlling for other identity motives. Studies 2 and 3
demonstrated that existential threats to national identity
particularly increase a sense of collective self-continuity, compared
to other identity motives, and that this enhanced sense of collective
self-continuity results in stronger in-group defense in the form of
opposition towards out-groups (Study 2) and social developments
(Study 3) that may undermine group identity, as well as in stronger
ingroup protectionism(Study 3). Taken together, these findings
indicate that collective self-continuity is an important motive for
group identification
and in-group defense in the context of identity threat.
V.I: Collective self-comunity
V.D: Group Identification - In-Group Defense
ESTUDIO 6
Broeders,
R., van der Bos, K., Müller, P.; & Ham, J. (2011), “Should
I save or should I not kill? How people solve moral dilemmas depends
on which rule is most accessible”,
Journal of Experimental Social
Psychology, 47, 923–934.
The
literature on how people solve moral dilemmas often focuses on
situations in which individuals have to make a decision where
different moral rules are in conflict.
In some of these situations, such as in footbridge dilemmas, people
have to choose between sacrificing
a few people in order to save many. The present research focuses on
how people decide what to do in dilemmas involving conflicting
moral rules. We propose that the rule that is cognitively most
accessible during the decision making process (e.g., “Save
lives” or “Do
not kill”) will
influence how
people solve these moral dilemmas. Three studies are reported that
indeed demonstrate that the most accessible rule influences
willingness to intervene within footbridge dilemmas. This effect is
found even when the accessibility of the rule is induced
subliminally.
V.I.: Moral Dilemmas
V.D.: how people solve moral dilemmas
ESTUDIO 7
Berry, R.; &
Yeung, F. (2013), “Are Investors Willing
to Sacrifice Cash for Morality?”, Journal
of Business Ethics, 117:477–492.
Abstract
The paper uses questionnaire responses
provided by a sample of ethical investors to investigate willingness
to sacrifice ethical considerations for financial reward. The paper
examines the amount of financial reward necessary to cause an ethical
investor to accept a switch from good ethical performance to poor
ethical performance. Conjoint analysis is used to allow
quantification of the utilities derived from different combinations
of ethical and financial performance. Ethical investors are shown to
vary in their willingness to sacrifice ethical for financial
performance, and hence to display more heterogeneity than the
all-encompassing ‘ethical’ label implies. Because of the
existence of sub-groups of ethical investors with different
attitudes
towards financial reward, an attempt has been made to associate
observable investors’ characteristics with their level of
willingness to trade-off morality for cash. One sub-group of
investors in particular appears highly resistant to the idea of
accepting higher financial return as
compensation
for poor ethical performance. This unwillingness casts doubt on
Jensen and Meckling’s widely reported claim that trade-off
behaviour is ubiquitous in all areas of life.
V.I: Morality
V.D: Willing to sacrifice money
ESTUDIO 8
Valentine,
S.; & Hollingworth, D. (2012), “Moral
Intensity, Issue Importance, and Ethical Reasoning
in Operations
Situations”, Journal of Business
Ethics, 108:509–523.
Abstract
Previous work suggests that moral intensity
and the perceived importance of an ethical issue can influence
individual ethical decision making. However, prior research has not
explored how the various dimensions of moral intensity might
differentially affect PIE, or how moral intensity might function
together with (or in the presence of) PIE to influence ethical
decision making. In addition, prior work has also not adequately
investigated how the operational context of an organization, which
may embody conditions or practices that create barriers to ethical
decision making, may differ from other functional areas of an
organization. Consequently, this study investigated the relationships
among moral intensity, perceived ethical issue importance, and three
stages of the ethical reasoning process: recognition of an ethical
issue, ethical judgment, and ethical intention. Using an
internet-based, self-report survey containing two operations
management scenarios and various ethics measures, information was
collected from business professionals working for a Midwestern
financial services organization. The hierarchical regression results
indicated that some dimensions of moral intensity were positively
related to PIE, ethical issue recognition, and ethical judgment, and
that PIE was associated with increased ethical issue recognition and
ethical judgment. The steps of ethical reasoning were also positively
interrelated.
V.I.: Moral Intensity - Issue Importance
V.D.: Ethical Reasoning in Operation Situations
ESTUDIO 9
Robertson,
C; & Suárez-Guerrero, C. (2009), “An
empirical test of Peruvian subcultural values”, Cross
Cultural Management: An International Journal, 16,
215-229.
Abstract
Purpose
– The purpose of this paper is to develop
a value measurement tool based on an indigenous theory of cultural
values. Moreover, this instrument was tested in a multi-cultural
sample from Peru.
Design/methodology/approach
– A cultural values framework that traces
its origins to Peru is employed as the conceptual foundation for a
new instrument designed to measure values that are
inherently
linked to economic and social development. The survey is tested
across diverse subcultures within Peru through 288 respondents.
Findings
– The empirical results lend significant
support to three hypotheses and a number of differences related to
how certain values may be perceived in varying subcultural
communities were identified. Perhaps the most striking finding is
that Peruvians from different subcultural groups vary in their
perceptions of which values are key to successful assimilation into
the local indigenous communities as well as the values necessary for
achieving success in international business.
Research
limitations/implications – By developing
and testing a developmental values instrument that was based on
developing nation constructs we have created an opportunity for
replication in other developing nations as well as industrialized
economies.
Practical
implications – A number of implications
related to managing in Andean America are plausible. These results
can assist multi-national firms that elect to operate in the Andes to
evaluate their marketing and sales approaches, as well as human
resource management policies. In addition firms that seek new growth
opportunities within Andean America may need to incorporate
predetermined values that are germane to their potential strategic
maneuvers in the region.
Originality/value
– This paper is exploratory in nature
V.I: Peruvian subcultura values
ESTUDIO
10
McMahon,
J.; & Harvey, R. (2007), “The Effect
of Moral Intensity on Ethical Judgment”, Journal
of Business Ethics, 72:335–357.
ABSTRACT.
Following an extensive review of the moral intensity literature, this
article reports the findings of two studies (one between-subjects,
the other within-subject) that examined the effect of manipulated and
perceived moral intensity on ethical judgment. In the
between-subjects study participants judged actions taken in
manipulated high moral intensity scenarios to be more unethical than
the same actions taken in manipulated low moral intensity scenarios.
Findings were mixed for the effect of perceived moral intensity. Both
probable magnitude of consequences (a factor consisting of magnitude
of consequences, probability of effect, and temporal immediacy) and
social consensus had a significant effect; proximity did not. In the
within-subject study manipulated moral intensity had a significant
effect on ethical judgment, but perceived moral intensity did not.
Regression of ethical judgment on age, gender, major, and the three
perceived moral intensity factors was significant between-subjects,
but not withinsubject. Ethical judgment was found to be a more robust
predictor of intention than perceived moral intensity using a
within-subject design.
V.I.: Moral Intensity
V.D. Ethical Judgment
