Semana 2 (Parte 2)

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