Showing papers in "Journal of Social Issues in 2004"
TL;DR: This article found that when working women become mothers, they trade perceived competence for perceived warmth, while working men don't make this trade; when they become fathers, they gain perceived warmth and maintain perceived competence and people report less interest in hiring, promoting, and educating working moms relative to working dads and childless employees.
Abstract: Working moms risk being reduced to one of two subtypes: homemakers—viewed as warm but incompetent, or female professionals—characterized as competent but cold. The current study ( N= 122 college students) presents four important findings. First, when working women become mothers, they trade perceived competence for perceived warmth. Second, working men don't make this trade; when they become fathers, they gain perceived warmth and maintain perceived competence. Third, people report less interest in hiring, promoting, and educating working moms relative to working dads and childless employees. Finally, competence ratings predict interest in hiring, promoting, and educating workers. Thus, working moms' gain in perceived warmth does not help them, but their loss in perceived competence does hurt them.
700 citations
TL;DR: Gurin et al. as discussed by the authors showed that the educational benefits of diversity depend on curricular and co-curricular experience with diverse peers, not merely on their co-existence in the same institution.
Abstract: The social science statement in Brown v. Board of Education (1954) stressed that desegregation would benefit both African American and White children. Eventually, it was recognized that integration, rather than mere desegregation, was important for benefits to be realized. A parallel argument is made in the legal cases concerning affirmative action in higher education: educational benefits of diversity depend on curricular and co-curricular experience with diverse peers, not merely on their co-existence in the same institution (Gurin, P., 1999, Gurin, Dey, Hurtado, & Gurin, 2002). Positive benefits of diversity were demonstrated in a study comparing students in a curricular diversity program with students in a matched control group (n = 174), and in a longitudinal survey of University of Michigan students (n = 1670).
503 citations
TL;DR: This paper found that when motherhood becomes a salient descriptor of a worker, it, like other devalued social distinctions including gender, downwardly biases the evaluations of the worker's job competence and suitability for positions of authority.
Abstract: We present evidence that many of the disadvantaging effects that motherhood has on women's workplace outcomes derive from the devalued social status attached to the task of being a primary caregiver. Using expectation states theory, we argue that when motherhood becomes a salient descriptor of a worker it, like other devalued social distinctions including gender, downwardly biases the evaluations of the worker's job competence and suitability for positions of authority. We predict that the biases evoked by the motherhood role will be more strongly discriminatory than those produced by gender alone because the perceived conflicts between the cultural definitions of the good mother and the ideal worker make motherhood seem more directly relevant to workplace performance.
375 citations
TL;DR: This article investigated the influence of gender and parental status on employment decisions and found that parents were judged less agentic and less committed to employment than non-parents, and that parental status also interacted with gender, indicating that fathers were held to more lenient standards than mothers.
Abstract: We investigated the influence of gender and parental status on employment decisions. The shifting standards model predicts that parenthood polarizes judgments of women and men such that mothers are held to stricter employment standards than fathers. Social role theory predicts that parenting role, rather than gender, guides judgments of mothers and fathers. One hundred ninety-six undergraduates at two universities evaluated a job applicant; the applicant was either male or female and was either single or married with two children. Results showed that parents were judged less agentic and less committed to employment than non-parents. Parental status also interacted with gender, indicating that fathers were held to more lenient standards than mothers and childless men. We discuss theoretical and practical implications.
274 citations
TL;DR: To Reflect and Trust (TRT) as mentioned in this paper is a dialogue group that began in 1992 and involved descendants of Nazi perpetrators and Jewish descendants of Holocaust survivors, and was applied to a yearlong Jewish-Palestinian student workshop held at Ben Gurion University in 2000-2001.
Abstract: The storytelling method can be used to work through intractable conflicts. Working-through enables people who have suffered traumatic social experiences to learn to live with these painful events while developing an ability to listen to the pain of the “other.” The storytelling approach focuses on the way personal storytelling facilitates the working-through processes in intractable conflicts. The storytelling approach was used in To Reflect and Trust (TRT), a dialogue group that began in 1992 and involved descendants of Nazi perpetrators and Jewish descendants of Holocaust survivors. The storytelling method was applied to a year-long Jewish-Palestinian student workshop held at Ben Gurion University in 2000–2001.
172 citations
TL;DR: In a series of sessions over four-weeks, 830 first and second grade children participated in Green Circle program activities designed to widen their circles of inclusion to include people who are different from themselves.
Abstract: School integration, stimulated by the 1954 Brown v. Board of Education decision, has influenced students' social and educational experiences. Drawing on practice and theory, we focus on strategies for improving intergrouprelations. In a series of sessions over four-weeks, 830 first and second grade children participated in Green Circle program activities designed to widen their circles of inclusion to include people who are different from themselves. Although the intervention did not influence children's biases in sharing or how happy they would be playing with others who were different from themselves based on race, sex, and weight, it did lead them to be more inclusive in selecting their most preferred playmate. Implications for friendship development and improvement in intergroup attitudes are considered.
164 citations
TL;DR: In this paper, a paradigm for evaluating intergroup contact interventions that focuses on symmetry or equality in the interactions between the two groups in these encounters is presented, which is applied here to evaluate a sample of 47 different programs of planned encounters between Jews and Arabs in Israel that were conducted in the year 1999-2000 and supported by the Abraham Fund for Jewish-Arab coexistence.
Abstract: This article presents a paradigm of process evaluation of intergroup contact interventions that has two objectives: (a) to classify intergroup encounters by their ideology and (b) to define and apply criteria that evaluate the quality of intergroup interaction, focusing on symmetry between members of both groups in active participation in the encounter. This paradigm was applied to evaluate 47 encounters programs between Israeli Jews and Israeli Arabs that were classified into two major approaches—those that emphasize coexistence and similarities between the sides and those that emphasize conflict and confrontation. Equality in participation of Jewish and Arab participants was found in the vast majority (89%) of programs. However, symmetry between Jewish and Arab facilitators varied and was higher in programs including confrontational elements. This article presents a paradigm for evaluating intergroup contact interventions that focuses on symmetry or equality in the interactions between the two groups in these encounters This paradigm is applied here to evaluate a sample of 47 different programs of planned encounters between Jews and Arabs in Israel that were conducted in the year 1999‐2000 and supported by the Abraham Fund for Jewish-Arab coexistence. The first part of the article presents the conceptual
156 citations
TL;DR: The authors suggests that negative relations are based on ethnocentric beliefs or intractable conflict, and that education for coexistence plays an important function in changing the nature of the relations.
Abstract: Coexistence is a state of mind shared by society members who recognize the rights of another group to exist peacefully as a legitimate, equal partner with whom disagreements have to be resolved in nonviolent ways. Achieving coexistence is a great challenge because of the negative relations between the two groups. These negative relations, the result of ethnocentric beliefs or intractable conflict, are widely shared and their abolition requires deep societal change. Education for coexistence plays an important function in this change. The article suggests that when negative relations are based on ethnocentrism, education for coexistence plays a major role in changing the nature of the relations. But when negative relations derive from intergroup conflict, education for coexistence has less influence.
155 citations
TL;DR: In this article, a model of the decision to volunteer is presented and data from an archival analysis of volunteering after the September 11, 2001 attacks and an on-line survey of volunteers are presented in support of the model.
Abstract: Volunteerism is described and defined and then a model of the decision to volunteer is presented Data from an archival analysis of volunteering after the September 11, 2001 attacks and an on-line survey of volunteers are presented in support of the model Finally, the implications of increasing volunteerism for the solution of social problems are considered The focus of this article is on prosocial behavior, that is, behavior intended to provide some benefit to another person or group of people Among most contemporary social psychologists the phrase prosocial behavior still brings to mind bystander interventions in an emergency, the phenomenon so brilliantly studied
151 citations
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TL;DR: In the last decade, the gender gap in compensation has become an issue of "mother" versus "other" as, for example, working mothers earn 60% of what working fathers earn as mentioned in this paper.
Abstract: Although the economic and social position of women has improved considerably in the last decades, some gendered expectations and roles have proved remarkably resilient. Increasingly, the gender gap in compensation has become an issue of “mother” versus “other,” as, for example, working mothers earn 60% of what working fathers earn. Conservatives tend to frame the gender imbalance in terms of women's choices; but feminists, including those in this issue, debunk explanations that blame women for gender differences in earnings. Contributors to this issue, whose work we introduce here, chronicle and analyze the power of stereotypic thinking and behavior, and also discuss how to change both stereotypes and realities.
147 citations
TL;DR: The authors found that intergroup learning partially or fully mediates the impact of enlightenment and/or encounter on taking action to reduce prejudice and promote diversity in social welfare majors at the University of Southern California.
Abstract: Emerging work in intergroup contact has vitalized a focus on processes affecting the impact of interventions on outcomes. We theorized that intergroup learning—learning about other groups, educating others about one's own groups, intention to bridge intergroup differences, and reflecting on one's own group—mediates the effect of a combined enlightenment-encounter curricular intervention on assessments of importance and confidence in taking action to reduce prejudice and promote diversity. Results from a pretest/posttest design with a diverse group of undergraduate social welfare majors (n = 175) show (a) increased motivation for intergroup learning, and importance of taking action, and confidence in doing so, and (b) intergroup learning partially or fully mediates the impact of enlightenment and/or encounter on taking action.
TL;DR: The authors found that positive same-race peer relationships, information about African-American achievements, the availability of role models, and the encouragement of significant adults were important for academic success and the beginning resolution of identity conflicts.
Abstract: Eighteen middle-class Black college students were interviewed in-depth about their experiences growing up in predominantly White communities. Using Cross's model of racial identity development as a theoretical framework for analysis, case studies of three women and two men are presented to highlight the impact of varied parental socialization practices and school experiences on racial identity development. For all, positive same-race peer relationships, information about African-American achievements, the availability of role models, and the encouragement of significant adults were important for academic success and the beginning resolution of identity conflicts. The implications of these findings for understanding aspects of school integration and for developing relevant school-based interventions are considered.
TL;DR: In this paper, the authors focus on the latter aspect of conflicts and the way it relates to coexistence programs between Israeli Jews and Israeli Arabs (interchangeably described here also as Israeli Palestinians).
Abstract: Collective narratives of groups in conflict—their perceived histories, beliefs, selfimage, and those of their adversaries—play a central role in interpreting and fueling the conflict—and, thus, can play an equally central role in facilitating coexistence. One of their main correlates is their implied delegitimization of the “other’s” collective narrative, its pains, its sufferings, its history, and its aspirations. It is this deligitimization that ought to be the main target for change if coexistence is to be promoted, including the acknowledgement of one’s own contribution to the conflict. Four dilemmas are discussed: coexistence programs for the dominant versus the subordinate groups; possible counterproductive outcomes; resistance against antagonistic, dominant narratives; and the problem of short-term intervention programs. The intractable Jewish-Arab conflict, like other such conflicts, entails two major aspects: a sociopolitical and a sociopsychological aspect (e.g., Fisher, 1997). The sociopolitical aspect pertains to issues of land; self-governance; independence; military might; water resources; civil rights; economic, political, and cultural dominance; and the like. The sociopsychological aspect consists of a community’s sense of identity, the way it perceives itself, the story it tells about itself, its history, the way it portrays its role in the conflict, and its views of its adversary—in short, its collective narrative (Polkinghorne, 1988). In this paper I focus on the latter aspect of conflicts and the way it relates to coexistence programs between Israeli Jews and Israeli Arabs (interchangeably described here also as Israeli Palestinians). The sociopolitical and sociopsychological aspects are reciprocally interrelated. Thus, according to Rouhana (1997), collective identities influence political and social change and are at the same time reciprocally transformed as a
TL;DR: In this paper, the authors examined the shortcomings of encounter and coexistence programs and provided suggestions to improve their efficacy, based on an earlier empirical study conducted between 1992 and 1998, which investigated six encounter programs, and on interviews with Arab-Jewish facilitators conducted in 2001.
Abstract: The killing of thirteen Arabs by Israeli police forces in October 2000 points to the mounting tension and hostility between Arabs and Jews in Israel. Encounter and coexistence programs constitute one of the few channels for the development of communication, trust, and genuine understanding of the complex Arab-Jewish reality in Israel. Thus, it is essential that these encounters be examined and professionally developed to respond to the needs of the two communities. This article examines certain shortcomings of these encounter programs and provides suggestions to improve their efficacy. The conclusions are based on an earlier empirical study conducted between 1992 and 1998, which investigated six encounter programs, and on a series of interviews with Arab-Jewish facilitators conducted in 2001.
TL;DR: In this paper, the authors present insights into a new educational adventure in Israel that attempts to overcome interethnic conflict through bilingual co-education through language, cultural and religious identity, national identity, and social interactions.
Abstract: This article offers insights into a new educational adventure in Israel that attempts to overcome interethnic conflict through bilingual coeducation. These insights were gathered during a two-year research project in which the authors followed the activities of two recently established Arab-Jewish bilingual schools. Their analysis is based primarily on qualitative data of educational and sociocultural processes involved in the functioning and development of the schools as they relate to four major areas: language, cultural and religious identity, national identity, and social interactions. The study showed the potential benefits of one type of intergroup contact, namely, bilingual long-term coeducation, but also shed light on the complexity and the difficulties facing all of the parties involved in such an adventurous enterprise.
TL;DR: In this article, the authors explore the effects of political violence on children and young people in Northern Ireland and the impact of conflict experiences on three related areas of young people's lives.
Abstract: This article explores the effects of political violence on children and young people in Northern Ireland. The article begins with a brief historical account of the Northern Irish conflict and the recently negotiated Belfast Good Friday Agreement of 1998. This account illustrates, as is the case with many conflicts, its basis is religious, national, economic, and political, despite its frequent construction as a battle between Protestant and Roman Catholic. The article goes on to review young peoples' experience of conflict in Northern Ireland and the impact of conflict experiences on three related areas of young people's lives. These include the effects of the conflict on everyday aspects of life, social identity, and mental health.
TL;DR: In this paper, the importance of contact, curriculum, and residence hall programs for the attitudes of first-year college students from three ethnic groups was examined, and the relationships of these first- year experiences to intergroup attitudes (awareness of ethnic inequality, support for policies addressing ethnic inequality) were tested.
Abstract: Since Brown v. Board of Education (1954), social scientists have argued that education is important to change in racial attitudes given opportunities for interethnic contact. Students today are presented, also, with opportunities for interethnic learning through curriculum and extracurricular programming. The importance of contact, curriculum, and residence hall programs for the attitudes of first-year college students from three ethnic groups was examined. Students (n = 791) completed surveys at the beginning and end of the year. Regressions tested the relationships of these first- year experiences to intergroup attitudes (awareness of ethnic inequality, support for policies addressing ethnic inequality) at the end of the first year, controlling for initial attitudes and background. Contact and curriculum were related to attitudes for European American students.
TL;DR: For over two decades the School for Peace at Neve Shalom/Wahat al-Salam has been bringing together Jews and A rabs for dialogue workshops as discussed by the authors.
Abstract: For over two decades the School for Peace at Neve Shalom/Wahat al-Salam has been bringing together Jews and A rabs for dialogue workshops. This article examines the unique approach that the School for Peace has developed over the years in the light of existing theory in the field and of existing research in the field of social identity construction and majority-minority relations. The article then shows how processes that take place in our encounter workshops may even shed light on the Jewish-Palestinian conflict from 1948 until today. Understanding these processes is essential to any attempt at building a more humane society based on equality and justice between the two peoples.
TL;DR: In this paper, a review of available research is augmented with data from a study of 162 college students and it is shown that motherhood detracts from the perceived work commitment and competence of heterosexual mothers but not lesbian mothers.
Abstract: Common sense might suggest that lesbian workers are doubly disadvantaged due to their gender and their stigmatized sexual orientation. But empirical research documents that lesbian workers earn more than their heterosexual women peers. This article considers two reasons for the economic advantage of lesbian workers. First, because lesbians must provide for themselves and their children, they may pursue nontraditional, higher-paying jobs and show increased work motivation. Second, stereotypes may depict lesbians, including lesbian mothers, as competent and committed workers. A review of available research is augmented with data from a study of 162 college students. Results indicate that motherhood detracts from the perceived work commitment and competence of heterosexual mothers but not lesbian mothers. Directions for future research are considered.
TL;DR: It is suggested that Spanish to English shift does occur from one generation of Latinos to another, but the existence of linguistic bands results, also, in stable English/Spanish bilin-gualism.
Abstract: We examined evidence for linguistic bands in Spanish/English language shift. Lin-guisticbands,definedasthedegreeofindividuals’exposuretoalanguagetheymaynot speak but nonetheless comprehend, facilitate English/Spanish bilingualismandincreaselinguisticdiversityratherthanEnglishmonolingualism.Dataforthisstudy came from the National Chicano Survey (Arce, 1982), the California IdentityProject (Hurtado, Hayes-Bautista, Valdez, & Hernandez, 1992), a statewide sur-´vey,andaCaliforniaruraltownconveniencesample.Ourfindingsstronglysuggestthat Spanish to English shift does occur from one generation of Latinos to another,but the existence of linguistic bands results, also, in stable English/Spanish bilin-gualism. Finally, we discuss consequences of advocating “English-Only” policiesand their effects on educational equity and social justice.Brown vs. the Board of Education of Topeka Kansas
TL;DR: In this article, social identity theory is used to analyze intergroup processes taking place in planned encounters between Jews and Palestinians in Israel, focusing on the importance of intergroup variables in understanding psychological and behavioral reactions of majority and minority group members.
Abstract: Several ideas derived from Social Identity Theory are used to analyze intergroup processes taking place in planned encounters between Jews and Palestinians in Israel. In addition to the interpersonal dimension of such encounters, the article focuses on the importance of intergroup variables (e.g., power and status differences) in understanding psychological and behavioral reactions of majority and minority group members. The theoretical analysis brought here is used to suggest ways that can improve the management of structured Jewish-Palestinian meetings.
TL;DR: The authors discuss the legacy of Brown for today's students and today's schools, and find that legacy is more psychological than legal The decision does more to highlight issues of equity in education and how that influences students' identity, motivation, and aspirations than it does help us find legal means of addressing these concerns.
Abstract: We discuss the legacy of Brown for today’s students and today’s schools, and find that legacy is more psychological than legal The decision does more to highlight issues of equity in education and how that influences students’ identity, motivation, and aspirations than it does help us find legal means of addressing these concerns The manuscripts presented in this issue articulate how today’s students experience these issues The manuscripts focus on several important aspects of interethnic contact in education: the processes by which interethnic contact leads to attitude and behavior change towards outgroup members, the effect of racial and ethnic integration on educational and developmental outcomes for students of color, and the promise that multicultural multiracial educational environments hold for all students
TL;DR: Results suggest that recent (but not past) intimate partner violence is associated with women working fewer months and Associations over time between obstacles to employment and women's ability to maintain work highlight the need for longitudinal studies of employment among low-income women.
Abstract: Welfare policies in the United States now make benefits contingent on employment outside the home. Yet violence from intimate partners and aspects of the mothering role may impede low-income women's ability to sustain employment. This article presents results of a longitudinal study conducted over a three-year period of 965 Illinois mothers who had received public assistance. Results suggest that recent (but not past) intimate partner violence is associated with women working fewer months. Associations over time between obstacles to employment and women's ability to maintain work highlight the need for longitudinal studies of employment among low-income women.
TL;DR: This paper proposed a statute forbidding discrimination based on family responsibilities, which would tap deeply-felt values about the importance of family caregiving, serve as an important symbolic statement, and be useful to courts.
Abstract: Parents seeking to balance their work lives with family responsibilities often find the challenge made more difficult by outdated images of the ideal worker, the good mother, and the good father. Social and legal constraints on mothers' choices exacerbate the problem. While other countries have implemented national work/family policies, the climate in the United States seems unreceptive to federal government mandates for meaningful changes in employees' work hours, schedules, and paid leave, or for sweeping new child care subsidies. As a viable interim measure, we propose a statute forbidding discrimination based on family responsibilities, which would tap deeply-felt values about the importance of family caregiving, serve as an important symbolic statement, and be useful to courts.
TL;DR: The obstacles faced by today's women in the workplace bear out the truth in the old adage that history repeats itself as discussed by the authors The maternal wall, the ideal worker, and the ideal homemaker beliefs are current iterations of the century-old tendency to mark women as suited for the home and men as suitable for the workplace (Albee & Perry, 1998; Coltrane, 1996; Mintz, 2000).
Abstract: The obstacles faced by today's women in the workplace bear out the truth in the old adage that history repeats itself The maternal wall, the ideal worker, and the ideal homemaker beliefs are current iterations of the century-old tendency to mark women as suited for the home and men as suited for the workplace (Albee & Perry, 1998; Coltrane, 1996; Mintz, 2000) The belief that the sexes are vastly different—with different needs, values, and abilities—has been a hallmark throughout the history of both women and men in both the workplace and the home (Ferree, 1990; Williams, 2000) Generally speaking, these beliefs have been detrimental to all concerned (Barnett & Rivers, 2004)
TL;DR: In this paper, the impact of the political conflict on teachers' and pupils' experiences of education in Northern Ireland and curricular-based interventions designed to support the pupils and reduce prejudice was examined.
Abstract: This article describes a study which examined (a) the impact of the political conflict on teachers' and pupils' experiences of education in Northern Ireland and (b) the impact of curricular-based interventions designed tosupport the pupils and reduce prejudice. The focus of the second part of the article is on the prejudice reduction initiatives identified. A total of 44 staff and 78 pupils spread across 8 schools participated and both teachers' and pupils' perspectives were identified, the latter being an extremely important dimension which has rarely been addressed in previous studies of this area. The findings, which highlight the complexity of the impact of the political conflict, are considered to have both practical and theoretical implications for prejudice reduction programs.
TL;DR: This article examined the relationship between the number of friends students report having at school and their goals and plans and their enjoyment of achievement activities in a sample of elementary and middle school students (N = 80).
Abstract: Brown v. Board of Education (1954) emphasized that segregation in schools leads the stigmatized students to withdraw from and lower their educational and professional aspirations. I consider this process in a modern sample by examining the relationship between the number of friends students report having at school and their goals and plans and their enjoyment of achievement activities in a sample of elementary and middle school students (N = 80). Students of color were more isolated at school, and this isolation was negatively correlated with interest in academic work. Among White students, however, no relationship between social isolation and interest in academic work was found. Discussion focuses on the role of the social climate in fostering or inhibiting achievement among students of color.
TL;DR: While Brown aimed to provide educational access across color lines, this study's implications are that once students enter college, they must be supported as individuals who succeed along many paths.
Abstract: Students enter college with expectations about how they will succeed; likewise, colleges configure their courses, resources, and activities according to implicit expectations of how their students will succeed. Data from 1079 students at 6 universities was used to explore whether college-success matches existed for Black students attending historically black colleges and universities (HBCUs) and for White students attending predominantly white institutions (PWIs), and whether mismatches existed for Black students attending PWIs. Results confirmed these matches and mismatches, and suggested that Black students worked harder to persist at PWIs. So while Brown aimed to provide educational access across color lines, this study's implications are that once students enter college, they must be supported as individuals who succeed along many paths.
TL;DR: For example, the authors examined intergroup forgiveness among 340 young adults in Northern Ireland and found that the strongest predictor of regret was the perceived degree of hurt caused by the injury, while the second strongest predictor was the sense of hopelessness.
Abstract: As societies like Northern Ireland, Israel, and South Africa strive to resolve social conflict, there is growing theoretical and empirical interest in the role of intergroup forgiveness. This study examined intergroup forgiveness among 340 young adults in Northern Ireland. A short form of the Enright Forgiveness Inventory explored possible influences on propensity to forgive. All participants were Catholic and female (mean age 17.36 years), and had experienced verbal or physical injury or bereavement due to the Northern Irish political violence. Overall forgiveness levels were low in comparison with previous studies of interpersonal forgiveness but similar to previous studies of intergroup forgiveness in Northern Ireland. The strongest (negative) predictor of forgiveness was the perceived degree of hurt caused by the injury.
TL;DR: The article critiques the consensus among psychologists in the 1970s and 1980s that young people coped reasonably well in difficult circumstances and highlights the difficulties of dealing with the legacies of the past thirty years and hence the constraints facing the attempt to establish a peaceful and settled society.
Abstract: When the conflict in Northern Ireland erupted over 30 years ago many voiced concern at the implications for children and young people. In the early years many looked to U.S. experience in order to frame questions, problems, and solutions. This article examines the strands of psychological research that developed and their link to the articles in the present collection. The article critiques the consensus among psychologists in the 1970s and 1980s that young people coped reasonably well in difficult circumstances. One theme of the current collection is to highlight the difficulties of dealing with the legacies of the past thirty years and hence the constraints facing the attempt to establish a peaceful and settled society.