Seeing is believing: Exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping
Seeing is believing: Exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping
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DOI：
10.1016/j.jesp.2004.02.003
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发表时间：
2004-09-01
影响因子：
3.5
通讯作者：
Asgari, S
中科院分区：
文献类型：
--
作者：
Dasgupta, N;Asgari, S
两项研究测试了社会环境在哪些条件下会破坏女性表达的自动性别刻板印象。研究1是一项实验室实验，研究人员对著名女性领导人的传记信息进行了操纵。研究二是一项为期一年的实地研究，利用了在两种自然发生的环境中——女子学院和男女同校学院——女性担任领导职位（如女教授）比例的差异。总之，这些研究调查了：(a)接触领导职位的女性是否会暂时破坏女性的自动性别刻板印象，以及(b)这种影响是否受到遇到女性领导者的频率的调节。研究结果首先表明，当女性处于女性领导者的社会环境中时，她们不太可能对自己的内部群体表达自动的刻板印象（研究1和2）。第二，研究2表明，社会环境（女子学院与男女混合学院）对自动性别刻板印象的长期影响是通过接触女性领导者（即女教师）的频率来中介的。第三，一些学术环境（例如，男性主导的学科，如科学和数学课程）在男女同校的学生中产生了自动刻板印象的增加，而在女子大学中则没有——重要的是，这种影响是由课程导师的性别介导的。总之，这些发现强调了当地环境在塑造女性对其内部群体的无意识信念方面的力量。(C) 2004爱思唯尔公司版权所有。
Two studies tested the conditions under which social environments can undermine automatic gender stereotypic beliefs expressed by women. Study 1, a laboratory experiment, manipulated exposure to biographical information about famous female leaders. Study 2, a year-long field study, took advantage of pre-existing differences in the proportion of women occupying leadership positions (e.g., female professors) in two naturally occurring environments-a women's college and a coeducational college. Together, these studies investigated: (a) whether exposure to women in leadership positions can temporarily undermine women's automatic gender stereotypic beliefs, and (b) whether this effect is mediated by the frequency with which female leaders are encountered. Results revealed first that when women were in social contexts that exposed them to female leaders, they were less likely to express automatic stereotypic beliefs about their ingroup (Studies 1 and 2). Second, Study 2 showed that the long-term effect of social environments (women's college vs. coed college) on automatic gender stereotyping was mediated by the frequency of exposure to women leaders (i.e., female faculty). Third, some academic environments (e.g., classes in male-dominated disciplines like science and math) produced an increase in automatic stereotypic beliefs among students at the coed college but not at the women's college-importantly, this effect was mediated by the sex of the course instructors. Together, these findings underscore the power of local environments in shaping women's nonconscious beliefs about their ingroup. (C) 2004 Elsevier Inc. All rights reserved.