How can we change social norms, the standards describing typical or desirable behavior? Because individuals’ perceptions of norms guide their personal behavior, influencing these perceptions is one way to create social change. And yet individuals do not form perceptions of typical or desirable behavior in an unbiased manner. Individuals attend to select sources of normative information, and their resulting perceptions rarely match actual rates of behavior in their environment. Thus, changing social norms requires an understanding of how individuals perceive norms in the first place. We describe three sources of information that people use to understand norms—individual behavior, summary information about a group, and institutional signals. Social change interventions have used each source to influence perceived norms and behaviors, including recycling, intimate-partner violence, and peer harassment. We discuss conditions under which influence over perceived norms is likely to be stronger, based on the source of the normative information and individuals’ relationship to the source. Finally, we point to future research and suggest when it is most appropriate to use a norm change strategy in the interest of behavior and social change.
{"title":"Norm Perception as a Vehicle for Social Change","authors":"Margaret E. Tankard, E. Paluck","doi":"10.1111/SIPR.12022","DOIUrl":"https://doi.org/10.1111/SIPR.12022","url":null,"abstract":"How can we change social norms, the standards describing typical or desirable behavior? Because individuals’ perceptions of norms guide their personal behavior, influencing these perceptions is one way to create social change. And yet individuals do not form perceptions of typical or desirable behavior in an unbiased manner. Individuals attend to select sources of normative information, and their resulting perceptions rarely match actual rates of behavior in their environment. Thus, changing social norms requires an understanding of how individuals perceive norms in the first place. We describe three sources of information that people use to understand norms—individual behavior, summary information about a group, and institutional signals. Social change interventions have used each source to influence perceived norms and behaviors, including recycling, intimate-partner violence, and peer harassment. We discuss conditions under which influence over perceived norms is likely to be stronger, based on the source of the normative information and individuals’ relationship to the source. Finally, we point to future research and suggest when it is most appropriate to use a norm change strategy in the interest of behavior and social change.","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":"10 1","pages":"181-211"},"PeriodicalIF":9.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/SIPR.12022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63734974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Obesity represents a serious public health issue. One major contributor to obesity is the quality and quantity of foods one consumes. Psychological research trying to understand overeating and unhealthy eating behavior has often attributed it to homeostatic malfunction and/or lack of self-regulatory ability. We propose a different approach here, suggesting that eating behavior represents goal pursuit and that obesity is the result of reliance on foods that fulfill convenience goals and price goals at the expense of health goals. We propose and present empirical evidence suggesting that people are capable of making healthier choices when health (rather than convenience and price) concerns predominate and healthy options are available. Based on this existing evidence we suggest that (1) future research should further explore individuals’ food choice as a function of the multiple goals they attempt to achieve rather than as a lack of willpower, and (2) policy may contribute to healthy eating by reprioritizing these goals and emphasizing health while increasing the availability and affordability of healthy foods.
{"title":"Understanding the Obesity Problem: Policy Implications of a Motivational Account of (Un)Healthy Eating","authors":"E. Orehek, Anna Vazeou-Nieuwenhuis","doi":"10.1111/SIPR.12021","DOIUrl":"https://doi.org/10.1111/SIPR.12021","url":null,"abstract":"Obesity represents a serious public health issue. One major contributor to obesity is the quality and quantity of foods one consumes. Psychological research trying to understand overeating and unhealthy eating behavior has often attributed it to homeostatic malfunction and/or lack of self-regulatory ability. We propose a different approach here, suggesting that eating behavior represents goal pursuit and that obesity is the result of reliance on foods that fulfill convenience goals and price goals at the expense of health goals. We propose and present empirical evidence suggesting that people are capable of making healthier choices when health (rather than convenience and price) concerns predominate and healthy options are available. Based on this existing evidence we suggest that (1) future research should further explore individuals’ food choice as a function of the multiple goals they attempt to achieve rather than as a lack of willpower, and (2) policy may contribute to healthy eating by reprioritizing these goals and emphasizing health while increasing the availability and affordability of healthy foods.","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":"10 1","pages":"151-180"},"PeriodicalIF":9.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/SIPR.12021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63734959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bronfenbrenner's ecological model of development suggests that children are affected by the economic system under which they live. Corporate capitalism is one such economic system, and evidence suggests that the focus on profit and power characteristic of deregulated, competitive forms of capitalism can suppress how much citizens prioritize the values that support the nurturing of children. One manifestation of this capitalist ideology is the practice of marketing to children, a practice known to be associated with a variety of negative outcomes for children. We present empirical evidence supporting these claims and conclude by proposing numerous policies aimed at reducing children's exposure to marketing. The policies, many of which have widespread public support, can be implemented in a number of types of institutions that directly or indirectly affect children, including professional organizations, schools, businesses, and all levels of government.
{"title":"Growing Up under Corporate Capitalism: The Problem of Marketing to Children, with Suggestions for Policy Solutions","authors":"T. Kasser, S. Linn","doi":"10.1111/SIPR.12020","DOIUrl":"https://doi.org/10.1111/SIPR.12020","url":null,"abstract":"Bronfenbrenner's ecological model of development suggests that children are affected by the economic system under which they live. Corporate capitalism is one such economic system, and evidence suggests that the focus on profit and power characteristic of deregulated, competitive forms of capitalism can suppress how much citizens prioritize the values that support the nurturing of children. One manifestation of this capitalist ideology is the practice of marketing to children, a practice known to be associated with a variety of negative outcomes for children. We present empirical evidence supporting these claims and conclude by proposing numerous policies aimed at reducing children's exposure to marketing. The policies, many of which have widespread public support, can be implemented in a number of types of institutions that directly or indirectly affect children, including professional organizations, schools, businesses, and all levels of government.","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":"10 1","pages":"122-150"},"PeriodicalIF":9.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/SIPR.12020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63734918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents a developmental science approach to changing attitudes and rectifying prejudice and discrimination. This is crucial because stereotypes and prejudicial attitudes are deeply entrenched by adulthood; the time for intervention is before biases are fully formed in adulthood. Adults as well as children are both the recipients and the perpetrators of prejudice as reflected by social exclusion based on group membership. Determining the factors that inhibit or reduce the negative outcomes of prejudice and exclusion is of paramount importance. Research reveals that young children are aware of in-group and out-group differences very early but what becomes full-fledged prejudice, in fact, emerges slowly during childhood and adolescence. At the same time, morality, an understanding of fairness and equality, emerges during this same time period. On the positive side, evidence reveals that in certain contexts, children understand the unfairness of prejudicial attitudes and social exclusion designed to inflict harm on others. On the negative side, prejudicial attitudes, even when not intentional, have detrimental consequences for children as targets of biased attitudes. This article describes research on social reasoning, moral judgments, group identity, group norms, and intergroup contact in childhood to shed light on the catalysts and obstacles that exist for the goal of promoting the development of positive intergroup attitudes from early childhood to adulthood. Implications for policy and intervention are provided.
{"title":"A Developmental Science Approach to Reducing Prejudice and Social Exclusion: Intergroup Processes, Social‐Cognitive Development, and Moral Reasoning","authors":"A. Rutland, M. Killen","doi":"10.1111/SIPR.12012","DOIUrl":"https://doi.org/10.1111/SIPR.12012","url":null,"abstract":"This article presents a developmental science approach to changing attitudes and rectifying prejudice and discrimination. This is crucial because stereotypes and prejudicial attitudes are deeply entrenched by adulthood; the time for intervention is before biases are fully formed in adulthood. Adults as well as children are both the recipients and the perpetrators of prejudice as reflected by social exclusion based on group membership. Determining the factors that inhibit or reduce the negative outcomes of prejudice and exclusion is of paramount importance. Research reveals that young children are aware of in-group and out-group differences very early but what becomes full-fledged prejudice, in fact, emerges slowly during childhood and adolescence. At the same time, morality, an understanding of fairness and equality, emerges during this same time period. On the positive side, evidence reveals that in certain contexts, children understand the unfairness of prejudicial attitudes and social exclusion designed to inflict harm on others. On the negative side, prejudicial attitudes, even when not intentional, have detrimental consequences for children as targets of biased attitudes. This article describes research on social reasoning, moral judgments, group identity, group norms, and intergroup contact in childhood to shed light on the catalysts and obstacles that exist for the goal of promoting the development of positive intergroup attitudes from early childhood to adulthood. Implications for policy and intervention are provided.","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":"9 1","pages":"121-154"},"PeriodicalIF":9.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/SIPR.12012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63735243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Community organizing—a field of practice in which residents collaboratively investigate and undertake sustained collective action regarding social issues of mutual concern—has often proven an effective method for achieving changes in policies and systems at local, regional, and even national scales. The field is dynamic. It has expanded and has undergone numerous changes over recent decades. Research from a variety of disciplines has documented, evaluated, and informed many of these changes. This article scrutinizes the evolving field of community organizing, with a particular focus on the current state of social and psychological research on broad-based community organizing processes and outcomes. These findings include not only the effects of community organizing efforts on policies and systems, but also the influences of community organizing on psychological changes among the people and groups who participate. These findings are incorporated into recommendations for policies, practices, and future research.
{"title":"Community Organizing: Practice, Research, and Policy Implications","authors":"Brian D. Christens, P. Speer","doi":"10.1111/SIPR.12014","DOIUrl":"https://doi.org/10.1111/SIPR.12014","url":null,"abstract":"Community organizing—a field of practice in which residents collaboratively investigate and undertake sustained collective action regarding social issues of mutual concern—has often proven an effective method for achieving changes in policies and systems at local, regional, and even national scales. The field is dynamic. It has expanded and has undergone numerous changes over recent decades. Research from a variety of disciplines has documented, evaluated, and informed many of these changes. This article scrutinizes the evolving field of community organizing, with a particular focus on the current state of social and psychological research on broad-based community organizing processes and outcomes. These findings include not only the effects of community organizing efforts on policies and systems, but also the influences of community organizing on psychological changes among the people and groups who participate. These findings are incorporated into recommendations for policies, practices, and future research.","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":"9 1","pages":"193-222"},"PeriodicalIF":9.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/SIPR.12014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63735306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While researchers and policy makers often focus their attention on the detrimental consequences of collective victimhood, it has been posited that these negative outcomes are linked to particular construals of the ingroup's victimization: namely those that focus on the uniqueness of these experiences (exclusive victim consciousness). In contrast, perceived similarities across victim groups (inclusive victim consciousness) may be associated with more positive outcomes, including victim groups assisting and advocating for each other or engaging in joint collective action. Drawing on social psychological research and real-world cases, this review provides examples of inclusive victim consciousness in several policy-relevant domains. A distinction is made between conflict-specific and general inclusive victim consciousness. Additionally, motivations for expressing inclusive victim consciousness are discussed that vary in their degree of ingroup- versus outgroup-concern. Factors are suggested that may promote or decrease inclusive victim consciousness, including steps that can be taken by policy makers and practitioners. Finally, potential challenges and risks involved in attempts to promote inclusive victim consciousness are discussed.
{"title":"Inclusive Victim Consciousness in Advocacy, Social Movements, and Intergroup Relations: Promises and Pitfalls","authors":"J. Vollhardt","doi":"10.1111/SIPR.12011","DOIUrl":"https://doi.org/10.1111/SIPR.12011","url":null,"abstract":"While researchers and policy makers often focus their attention on the detrimental consequences of collective victimhood, it has been posited that these negative outcomes are linked to particular construals of the ingroup's victimization: namely those that focus on the uniqueness of these experiences (exclusive victim consciousness). In contrast, perceived similarities across victim groups (inclusive victim consciousness) may be associated with more positive outcomes, including victim groups assisting and advocating for each other or engaging in joint collective action. Drawing on social psychological research and real-world cases, this review provides examples of inclusive victim consciousness in several policy-relevant domains. A distinction is made between conflict-specific and general inclusive victim consciousness. Additionally, motivations for expressing inclusive victim consciousness are discussed that vary in their degree of ingroup- versus outgroup-concern. Factors are suggested that may promote or decrease inclusive victim consciousness, including steps that can be taken by policy makers and practitioners. Finally, potential challenges and risks involved in attempts to promote inclusive victim consciousness are discussed.","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":"9 1","pages":"89-120"},"PeriodicalIF":9.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/SIPR.12011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63735183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inspired by DNA exoneration cases and other wrongful convictions of innocent people who had confessed to crimes they did not commit, and drawing from basic principles of social perception and social influence, a vast body of research has focused on the social psychology of confessions. In particular, this article describes laboratory and field studies on the “Milgramesque” processes of police interviewing an interrogation, the methods by which innocent people are judged deceptiveandinducedintoconfession,andtheripplingeffectsoftheseconfessions onjudges,juries,layandexpertwitnesses,andthetruth-seekingprocessitself.This article concludes with a discussion of social and policy implications—including a call for the mandatory video recording of entire interrogations, blind testing in forensic science labs, and the admissibility of confession experts in court. The 2012 film, The Central Park Five, tells a horrific tale about a profound, disturbing, and all-too-common manifestation of social influence. In 1989, a female jogger was raped, beaten, and left for dead in New York City’s Central Park. She managed to survive but could not remember anything about the attack—then or now. Within 72 hours, five African- and Hispanic-American boys, 14–16 years old, confessed to the assault. Solely on the basis of their oral confessions, four of which were videotaped, and all of which were vividly detailed, though often erroneous, the boys were convicted and sentenced to prison. Almost nobody questioned their guilt—even though there was no other evidence; even though DNA tests on sperm that was recovered from the victim and her clothing had excluded them all. Thirteen years later, Matias Reyes, in prison for two rapes and a murder committed subsequent to the jogger attack, stepped forward to admit that he was the Central Park jogger rapist and that he acted alone. Reinvestigating the case, the ManhattanDistrictAttorneyquestionedReyesanddiscoveredthathehadaccurate
受DNA免罪案例和其他对无辜的人承认他们没有犯下的罪行的错误定罪的启发，并从社会感知和社会影响的基本原则中汲取灵感，大量的研究集中在招供的社会心理学上。特别地，这篇文章描述了对“米尔格拉姆式”警察审讯过程的实验室和实地研究，这些过程是指无辜的人被判断为欺骗并被诱导认罪的方法，以及这些认罪对法官、陪审团、旁观者和目击者的连带影响，以及寻求真相的过程本身。本文最后讨论了社会和政策影响，包括要求对整个审讯过程进行强制性录像，在法医实验室进行盲测，以及法庭上供认专家的可采性。2012年的电影《中央公园五人组》(The Central Park Five)讲述了一个可怕的故事，讲述了一个深刻、令人不安、又太常见的社会影响表现。1989年，一名女性慢跑者在纽约中央公园被强奸、殴打，并被遗弃等死。她设法活了下来，但不记得袭击的任何事情——无论是当时还是现在。在72小时内，五名14-16岁的非洲裔和西班牙裔美国男孩对袭击事件供认不讳。仅仅根据他们的口供——其中四次被录了下来，所有的口供都非常详细，尽管经常是错误的——他们就被定罪并被判入狱。几乎没有人质疑他们的罪行——即使没有其他证据;尽管从受害者身上提取的精子和她的衣服上进行的DNA测试已经排除了这一切。13年后，马蒂亚斯·雷耶斯(Matias Reyes)在慢跑者袭击案发生后因两起强奸和一起谋杀而入狱，他站出来承认自己是中央公园慢跑者强奸案的肇事者，而且是单独作案。重新调查这个案件后，曼哈顿地区检察官对reyes提出了质疑，发现他的说法是准确的
{"title":"The Social Psychology of False Confessions","authors":"S. Kassin","doi":"10.1111/SIPR.12009","DOIUrl":"https://doi.org/10.1111/SIPR.12009","url":null,"abstract":"Inspired by DNA exoneration cases and other wrongful convictions of innocent people who had confessed to crimes they did not commit, and drawing from basic principles of social perception and social influence, a vast body of research has focused on the social psychology of confessions. In particular, this article describes laboratory and field studies on the “Milgramesque” processes of police interviewing an interrogation, the methods by which innocent people are judged deceptiveandinducedintoconfession,andtheripplingeffectsoftheseconfessions onjudges,juries,layandexpertwitnesses,andthetruth-seekingprocessitself.This article concludes with a discussion of social and policy implications—including a call for the mandatory video recording of entire interrogations, blind testing in forensic science labs, and the admissibility of confession experts in court. The 2012 film, The Central Park Five, tells a horrific tale about a profound, disturbing, and all-too-common manifestation of social influence. In 1989, a female jogger was raped, beaten, and left for dead in New York City’s Central Park. She managed to survive but could not remember anything about the attack—then or now. Within 72 hours, five African- and Hispanic-American boys, 14–16 years old, confessed to the assault. Solely on the basis of their oral confessions, four of which were videotaped, and all of which were vividly detailed, though often erroneous, the boys were convicted and sentenced to prison. Almost nobody questioned their guilt—even though there was no other evidence; even though DNA tests on sperm that was recovered from the victim and her clothing had excluded them all. Thirteen years later, Matias Reyes, in prison for two rapes and a murder committed subsequent to the jogger attack, stepped forward to admit that he was the Central Park jogger rapist and that he acted alone. Reinvestigating the case, the ManhattanDistrictAttorneyquestionedReyesanddiscoveredthathehadaccurate","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":"9 1","pages":"25-51"},"PeriodicalIF":9.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/SIPR.12009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63734810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This contribution summarizes the literature on the psychology of charitable donations to victims of disasters and other unfortunate circumstances. Four distinct research areas are reviewed. We begin with the literature on donations in general, and then move to the literature on donations to disaster victims specifically, which is what most of our own research has focused on. We then review the literature on intergroup prosociality, because many donations occur in some kind of intergroup context. We then cover some of the main insights from the literature on generic prosocial processes, which has generated insights that are generalizable to donations and have applied implications. Finally, we summarize some of the main recommendations for eliciting donations which can be generated from these literatures. An emphasis is placed on the translation of academic knowledge into practical steps which practitioners might find useful.
{"title":"The Psychology of Charitable Donations to Disaster Victims and Beyond","authors":"Hanna Zagefka, T. James","doi":"10.1111/SIPR.12013","DOIUrl":"https://doi.org/10.1111/SIPR.12013","url":null,"abstract":"This contribution summarizes the literature on the psychology of charitable donations to victims of disasters and other unfortunate circumstances. Four distinct research areas are reviewed. We begin with the literature on donations in general, and then move to the literature on donations to disaster victims specifically, which is what most of our own research has focused on. We then review the literature on intergroup prosociality, because many donations occur in some kind of intergroup context. We then cover some of the main insights from the literature on generic prosocial processes, which has generated insights that are generalizable to donations and have applied implications. Finally, we summarize some of the main recommendations for eliciting donations which can be generated from these literatures. An emphasis is placed on the translation of academic knowledge into practical steps which practitioners might find useful.","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":"9 1","pages":"155-192"},"PeriodicalIF":9.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/SIPR.12013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63735252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite advances within a wide range of professional roles, women remain a minority in science, technology, engineering, and mathematics (STEM) degrees and occupations. The gender gap in mathematics and science performance has converged, and so it is important to consider the motivational reasons that might underlie the differential STEM pursuits of women and men. The goal congruity perspective contends that a fundamental cause of gender gaps in STEM pursuits is the gender difference in communal motivation (i.e., an orientation toward others). STEM fields may be particularly likely to deter communally oriented individuals because these fields are thought to impede goals of directly benefitting others, altruism, or collaboration. In this review, we examine how the communal goal perspective might address the challenges of gender gaps in STEM pursuits from childhood through adulthood. We review the logic and evidence for the goal congruity perspective, and we examine two other deterrents to women in STEM—work-family challenges and stereotyping—from the perspective of this framework. We then examine particular recommendations for policy actions that might broaden participation of women and girls, and communally oriented people generally, in STEM.
{"title":"New Routes to Recruiting and Retaining Women in STEM: Policy Implications of a Communal Goal Congruity Perspective","authors":"A. Diekman, Erica S. Weisgram, A. Belanger","doi":"10.1111/SIPR.12010","DOIUrl":"https://doi.org/10.1111/SIPR.12010","url":null,"abstract":"Despite advances within a wide range of professional roles, women remain a minority in science, technology, engineering, and mathematics (STEM) degrees and occupations. The gender gap in mathematics and science performance has converged, and so it is important to consider the motivational reasons that might underlie the differential STEM pursuits of women and men. The goal congruity perspective contends that a fundamental cause of gender gaps in STEM pursuits is the gender difference in communal motivation (i.e., an orientation toward others). STEM fields may be particularly likely to deter communally oriented individuals because these fields are thought to impede goals of directly benefitting others, altruism, or collaboration. In this review, we examine how the communal goal perspective might address the challenges of gender gaps in STEM pursuits from childhood through adulthood. We review the logic and evidence for the goal congruity perspective, and we examine two other deterrents to women in STEM—work-family challenges and stereotyping—from the perspective of this framework. We then examine particular recommendations for policy actions that might broaden participation of women and girls, and communally oriented people generally, in STEM.","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":"9 1","pages":"52-88"},"PeriodicalIF":9.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/SIPR.12010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63735171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nicole M. Stephens, Tiffany N. Brannon, H. Markus, Jessica E. Nelson
Social class disparities in higher education between working-class students (i.e., students who are low income and/or do not have parents with four-year college degrees) and middle-class students (i.e., students who are high income and/or have at least one parent with a four year-degree) are on the rise. There is an urgent need for interventions, or changes to universities' ideas and practices, to increase working-class students' access to and performance in higher education. The current article identifies key factors that characterize successful interventions aimed at reducing social class disparities, and proposes additional interventions that have the potential to improve working-class students' chances of college success. As we propose in the article, effective interventions must first address key individual and structural factors that can create barriers to students' college success. At the same time, interventions should also fortify school-relevant selves, or increase students' sense that the pursuit of a college degree is central to “who I am.” When students experience this strong connection between their selves and what it means to attend and perform well in college, they will gain a sense that they fit in the academic environment and will be empowered to do what it takes to succeed there.
{"title":"Feeling at Home in College: Fortifying School‐Relevant Selves to Reduce Social Class Disparities in Higher Education","authors":"Nicole M. Stephens, Tiffany N. Brannon, H. Markus, Jessica E. Nelson","doi":"10.1111/SIPR.12008","DOIUrl":"https://doi.org/10.1111/SIPR.12008","url":null,"abstract":"Social class disparities in higher education between working-class students (i.e., students who are low income and/or do not have parents with four-year college degrees) and middle-class students (i.e., students who are high income and/or have at least one parent with a four year-degree) are on the rise. There is an urgent need for interventions, or changes to universities' ideas and practices, to increase working-class students' access to and performance in higher education. The current article identifies key factors that characterize successful interventions aimed at reducing social class disparities, and proposes additional interventions that have the potential to improve working-class students' chances of college success. As we propose in the article, effective interventions must first address key individual and structural factors that can create barriers to students' college success. At the same time, interventions should also fortify school-relevant selves, or increase students' sense that the pursuit of a college degree is central to “who I am.” When students experience this strong connection between their selves and what it means to attend and perform well in college, they will gain a sense that they fit in the academic environment and will be empowered to do what it takes to succeed there.","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":"9 1","pages":"1-24"},"PeriodicalIF":9.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/SIPR.12008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63734800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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