individuals may be driven to hurt others – including those they love. The second section of the book focuses on social contexts. Hence, small group and social influence scholars may find that chapters 6–10 are especially relevant. This second section pulls together, and to some extent, synthesizes, our current understanding of how various aspects of social domains affect behavior. For example, the chapters on aversive racism (Ch. 7) and sexual coercion (Ch. 10) pull together the literature in these areas and provide not only an excellent review of our current understanding of these very important and devastating social topics, but also provide the reader with a compelling set of conceptual tools to take away that serve to enhance our understanding of the seriousness and insidiousness of these two types of ‘evil.’ Furthermore, these chapters provide ways to think about how to solve these forms of anti-social behavior – making them especially relevant for social influence scholars. Section three revisits the human motivation aspects of good and evil by focusing on the role that the self plays in influencing social behavior. The overall theme that binds these chapters is that we are motivated to protect and affirm our notions of self and, as a result, we may behave anti-socially when presented with threats to the self and pro-socially to enhance our self-esteem. Along these lines, chapter 12 is especially relevant for communication scholars as it focuses on lies and deceit, which here are cast as forms of strategic social behavior. On the one hand, lying is condemned, but on the other hand, we must do it to survive and to navigate the complexities of our social environment. The final chapters focus on the social and developmental aspects of pro-social behavior with a focus on the role that relational, interpersonal, and environmental influences play in bringing about either good or evil behavior. These influences are discussed clearly in chapters 15, 16, and 18, in which the authors make the case that varied aspects of social influence (e.g., parental expressions of emotion, peer groups, and larger social environment and atmosphere factors) may bring about or help to develop higher levels of empathy and sympathy in children (Ch. 15), or drive them to be supportive or destructive (Ch. 16 and 17). Small group and social influence scholars will find these three chapters both fascinating and valuable. In addition, Chapters 15–18 include discussions of the practical implications of the issues that rely heavily on communication-based interventions – making them especially relevant for social influence scholars. To summarize, Miller has brought together an excellent set of authors who have produced a highly valuable set of chapters that review, synthesize, and advance our understanding of good and evil behavior. The text could be incorporated into an advanced undergraduate or graduate-level course with ease, and would serve as an excellent primer for discussion on how various aspects of communication play themselves out within and across the psychological, social, and environmental factors that contribute to good and evil behavior. A wide range of scholars will find value in the set of topics discussed and the various theoretical perspectives used to gain understanding of the topics. Overall, the text provides conceptual tools in the form of theoretical perspectives, analysis, and synthesis that not only deepen our understanding of social behavior and how it is driven by internal motivations and influenced by relational, interpersonal, and contextual factors, but also serve to broaden our understanding of the importance of examining social behavior from a variety of philosophical, theoretical, and methodological perspectives.

Book Review: The psychology of gender (2nd ed.)

This study took a first step to build a theory understanding public relations practitioners’ work–life balance. Through a national sample of Public Relations Society of America members, we examined what factors influence practitioners’ perceptions of work–life conflict and what kind of impact such perceived work–life conflict may have on their income and career path. Analysis of online survey data of 820 practitioners found that a more family–supportive organizational work environment overall would minimize practitioners’ reported work–life conflict. Gender did matter, especially in explaining strain-based conflict perceived by practitioners. Last, women whose career was interrupted earned significantly more than those whose career was not.

Toward a Theory of Public Relations Practitioners’ Own Conflict: Work Versus Life

The current research indicates that gender underrepresentation in upper management is a broad, global issue. According to data from the Iowa Department of Education (2010), most female principals (50.4%) are at the elementary level while only 23.7% female principals are at the secondary level and 76.3% males. The underrepresentation of females can be noted in business, the armed forces, higher education, around the world, and in public education. Limited research has been done on women in educational leadership, with even less in regard to women leadership at the secondary level. Based on the large number of females represented in the teaching occupation, it would seem logical that the proportion of female leaders in education would be reflective of the profession as a whole, whether it is at the elementary, secondary level, or central office. Through the lens of Critical Feminist Theory and multiple case qualitative design, this researcher examined the lives and experiences of four women who have maintained successful and effective careers in secondary education. By gathering in-depth information of actual successful secondary female principals the researcher was able to add to the current literature and accomplish four objectives: (a) Create an awareness of the skill set, style, and background needed that allows a female educator to consider and pursue a secondary principalship, (b) Offer necessary information for female educators who pursue a secondary principalship to be aware and prepared for the obstacles and challenges they will encounter, (c) Encourage females who fear advancement in secondary education due to stereotypes and/or leave the profession due to negative experiences, and (d) Provide substantive information to administrator preparation programs that will assist in designing instruction to support women interested in becoming secondary principals.

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Attributes And Characteristics That Contribute To Successful Female Leadership In Secondary Education

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Employee perceptions of social and environmental corporate responsibility : the relationship with intention to stay and organisational commitment.

‘Return to school’ for enhancement of career is considered a means to career mobility. However, if ‘return to school’ is chosen after a certain stage it has its own costs and challenges. It becomes...

Does distance matter? A study of married Indian women professionals staying away from families to pursue higher studies*

“Men are dominant, women are subservient;” “Men are aggressive, women are passive;” “Men are agentic, women are communal;” “Men are power-centric, women are person-centric;” “Men are single-focused, women are multi-focused;” “Men are bread winners, women are home makers.” The list of differences identified by researchers is seamless. Similarities have, rarely if ever, been recorded or found their space in research journals. Questions that readily come to the mind are: Does biological difference transcend all boundaries and get reflected in attitudes and behaviours clubbed under binary heads as “male” and “female?” Or is it that when the “difference” hypothesis yields null results, interest in the research topic wanes?

https://journals.sagepub.com/doi/pdf/10.1177/0256090920090407

Dileep Mavalankar

Papers

Gender and Workplace Experience

COLLOQUIUM Gender and Workplace Experience