Given that our preliminary results showed that hostile sexism
was positively correlated with benevolent sexism and that both
gender and hostile sexism influenced our outcome variables (i.e.,
support for the EE policy), we controlled for hostile sexism and
gender in our analyses below. We note that controlling for either
hostile sexism or gender did not affect the significance of our
results, but we nevertheless control for them in our analyses here
(and in all subsequent studies) in line with best practices suggesting
that inclusion of control variables is warranted (and needed) if
control variables are theoretically relevant to the phenomenon
studied and are statistically related to dependent variables (e.g.,
Becker, 2005; Becker et al., 2016; Spector & Brannick, 2011).
Hiedek & Ferris (2016)
17 Ekim 2016 Pazartesi
Teaching Philosophy of this person
http://kierstenbaughman.weebly.com/
Teaching Philosophy
My number one priority in the classroom is for students to apply the psychological principles we discuss to their own lives. Students are quite receptive to real-world application and often find it easy to retain information well with their own unique experience tied to a concept. It's much easier to recall a personal life experience when taking an exam than to call to mind a lengthy definition.
Students are challenged by my application-based exam questions, but I can be confident that they are storing the information in their long-term memory banks. Drawing from research on effective learning techniques, I value the ability of my students to differentiate between related concepts in applied situations rather than memorizing numerous definitions.
The experience of sitting in one of my lectures is unique from a typical lecture-based presentation. I learn my students' names early in the semester and strive to call on them individually during discussions. I infuse each lecture with a variety of visual aids, pictures and videos to illustrate what we're discussing, small group activities, and plenty of stimulating questions for critical thinking. I strive to provide adequate examples of my own for each concept, but solicit input from my students as well. Students inform me that coming up with their own examples ensures that they firmly grasp the concept as well as provides a unique study tool.
My effectiveness as an instructor can be seen in the positive feedback I receive consistently from one semester to the next. I elicit informal anonymous feedback from my students several times each semester aimed at improving their learning experience. End-of-semester evaluations often include comments that students thoroughly enjoyed the course, respect me as an instructor, and learned much more than anticipated from the course. I have been told time and again that mine was their favorite course and/or that I am one of the most effective teachers they've had in their college career. Students often wish to enroll in another of my courses, encourage their friends to take my courses, and express a desire to continue working with me as my research assistants.
It is my aim to create a dynamic, collaborative, engaging classroom environment which facilitates learning, not just today, but for years to come. Click below for my complete teaching philosophy, faculty evaluation, summary of student evaluations, and sample syllabi:
Teaching Philosophy
My number one priority in the classroom is for students to apply the psychological principles we discuss to their own lives. Students are quite receptive to real-world application and often find it easy to retain information well with their own unique experience tied to a concept. It's much easier to recall a personal life experience when taking an exam than to call to mind a lengthy definition.
Students are challenged by my application-based exam questions, but I can be confident that they are storing the information in their long-term memory banks. Drawing from research on effective learning techniques, I value the ability of my students to differentiate between related concepts in applied situations rather than memorizing numerous definitions.
The experience of sitting in one of my lectures is unique from a typical lecture-based presentation. I learn my students' names early in the semester and strive to call on them individually during discussions. I infuse each lecture with a variety of visual aids, pictures and videos to illustrate what we're discussing, small group activities, and plenty of stimulating questions for critical thinking. I strive to provide adequate examples of my own for each concept, but solicit input from my students as well. Students inform me that coming up with their own examples ensures that they firmly grasp the concept as well as provides a unique study tool.
My effectiveness as an instructor can be seen in the positive feedback I receive consistently from one semester to the next. I elicit informal anonymous feedback from my students several times each semester aimed at improving their learning experience. End-of-semester evaluations often include comments that students thoroughly enjoyed the course, respect me as an instructor, and learned much more than anticipated from the course. I have been told time and again that mine was their favorite course and/or that I am one of the most effective teachers they've had in their college career. Students often wish to enroll in another of my courses, encourage their friends to take my courses, and express a desire to continue working with me as my research assistants.
It is my aim to create a dynamic, collaborative, engaging classroom environment which facilitates learning, not just today, but for years to come. Click below for my complete teaching philosophy, faculty evaluation, summary of student evaluations, and sample syllabi:
16 Ekim 2016 Pazar
New Mediation Analysis
Although, as described above, there were no direct effects of the
benevolent sexism condition (compared to the control condition)
on attitudes, more recent treatments of mediation suggest this link
might not be necessary and that an indirect effect may nonetheless
exist (e.g., MacKinnon & Fairchild, 2009; Shrout & Bolger, 2002).
In line with this recent literature on mediation, we tested for an
indirect effect and it was significant (indirect effect .14, 95% CI
[.02, .28]). Thus, there was an indirect effect of the benevolent
sexism condition (compared to the control condition) on attitudes
via compassion. Taken together, these results provide evidence
that activating benevolent sexist stereotypes leads to higher experience
of compassion, which in turn leads to more support for a
gender-based EE policy.
Hideg, I., & Ferris, D. L. (2016). The Compassionate Sexist? How Benevolent Sexism Promotes and Undermines Gender Equality in the Workplace.
benevolent sexism condition (compared to the control condition)
on attitudes, more recent treatments of mediation suggest this link
might not be necessary and that an indirect effect may nonetheless
exist (e.g., MacKinnon & Fairchild, 2009; Shrout & Bolger, 2002).
In line with this recent literature on mediation, we tested for an
indirect effect and it was significant (indirect effect .14, 95% CI
[.02, .28]). Thus, there was an indirect effect of the benevolent
sexism condition (compared to the control condition) on attitudes
via compassion. Taken together, these results provide evidence
that activating benevolent sexist stereotypes leads to higher experience
of compassion, which in turn leads to more support for a
gender-based EE policy.
Hideg, I., & Ferris, D. L. (2016). The Compassionate Sexist? How Benevolent Sexism Promotes and Undermines Gender Equality in the Workplace.
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