The Audacity of Undergraduate Research

1
The Audacity ofUndergraduate Research

• Student Contributions to the
• Psychology of Stereotyping Prejudice

Tracie L. Stewart Department of Psychology
2

Tammy McGarity
3
Maarten Lippmann
4
Glenna Read
5
Robert Thomas
6
Chloe Peacock
7
Ashley Myers
8
Claire Lisco
9
Mark Boyd
10
Crissy Baker
11
(No Transcript)
12
Meredith Kloth
13
Cristina Parfene
14
Efrat Eichenbaum
15
Diana Sanchez
16
Patrick Dougall
17

Tiffany Kelly
18
Glenna Read
19
Glenna Read
20
Glenna Read
21
Glenna Read
22
(No Transcript)
23
Glenna Read
24
(No Transcript)
25
(No Transcript)
26
(No Transcript)
27
(No Transcript)
28
(No Transcript)
29
(No Transcript)
30
(No Transcript)
31
(No Transcript)
32
Ashley Myers
33
Research in Progress For her honors thesis,
Chloe Peacock is using facial electroymography to
examine the extent to which fear and
misunderstanding of HIV/AIDs impacts anti-gay
bias
Manuscript in Preparation Myers, A. C., Read,
G., Stewart, T. L., Donohue, D. The backlash
against political correctness Implications for
discrimination in hiring decisions.
Publications Stewart, T. L., van Knippenberg, A.,
Joly, J., Lippmann, M., Hermsen, B. J.,
Harris, K. R. (2004). The influence of attitudes
toward women on the relative individuation of
women and men in the Netherlands. Psychology of
Women Quarterly, 28, 240-245.
Presentations Myers, A. C. , Stewart, T. L.,
Latu, I. M., Kawakami, K. (February, 2009).
Training to consider the situation reduces
automatic stereotype activation. Poster presented
in an interactive poster session at the annual
meeting of the Southeastern Psychological
Association, New Orleans, LA
34
(No Transcript)
35

• Do female professors hold less status in the
  university than do male professors?
• even in the new millennium
• And would this status difference be reflected in
  differential terms of address for male and female
  professors?

36

• the glorified Madonna ideal shows us how much
  more whole and holy it is to be a woman than to
  be an artist, orator, professor, or expert
• G. Stanley Hall,
• Founder of the
• American Psychological Association,
• 1904

37

• But this is the 21st Century!

38

• Still, there were the 1999 findings of the MIT
  Committee on Women Facultys 5-Year Study

39

• But we were at a liberal arts college with a
  focus on the arts and humanities!

40

• Terms of Address indicate status,
• according to
• Slobin, Miller, Porter (1968)
• Crawford, Bell, Mizney (1980)
• Murphy (1988)
• Rubin (1981)

41
Method

• Participants were all students present in one of
  31 introductory courses taught by
• 8 older male professors
• 8 older female professors
• 8 younger male professors
• 7 younger female professors

42

• Survey titled Student-Teacher Interaction
• A Student Analysis
• List classes taking this semester
• Demographics
• Various filler questions
• - Target Question For each class you are
  taking this semester, what do you (or would you
  be most likely to) call this teacher (i.e., term
  of address)?

43

• Were female professors more likely to be
  addressed by first name than were male
  professors?
• Do you think age of professor might have an
  impact on findings?

44

• Main effect of gender
• Percentage of male professors
• addressed by title
• 50
• Percentage of female professors
• addressed by title
• 29

45

• Gender x Age Interaction
• Percentage of younger male professors
• addressed by title
• 40
• Percentage of younger female professors
• addressed by title
• 46
• Percentage of older male professors
• addressed by title
• 65
• Percentage of older female professors
• addressed by title
• 9

46

• Hilary and Diana
• didnt win anything at the conference.

47
(No Transcript)
48
(No Transcript)
49

• Study 2
• What are the implications of students terms of
  address for male and female professors?

50
Method

• Participants were 120 undergraduate students
• Cover story What would you think about this new
  class?
• Read script of first day of class for this
  proposed course
• Gender of professor and term of address were
  manipulated in script
• Answered questions about how appealing they would
  find the class AND about their views of the
  professor (including their status and
  accessibility)

51
Classroom IntroductionProfessor Richard
ParksHistory of Psychology Lecture 1

• Teacher Welcome to the History of Psychology.
  Im Professor Richard Parks. Before I go over
  the syllabus, I would like to get some
  information about you. This is a demanding
  classIf you have any questions, I would be
  happy to take them now.

52

• Mary (student) Richard, how long is the oral
  presentation required to be?
• Teacher Ten to 15 minutes
• Thomas (student) How many sources should we use
  for our research papers?
• Teacher You should have at least three primary
  sources that we have not discussed in class,
  although I expect
• Alan (student) Richard, how is the topic for
  the research paper chosen?
• Teacher You decide about the topic however, I
  need to approve it before midterms.
• Kathryn (student) Will the final be cumulative?
• Teacher Yes, and we will talk more about the
  format of the exams as they approach.

53

• Mary (student) Richard, how long is the oral
  presentation required to be?
• Teacher Ten to 15 minutes
• Thomas (student) How many sources should we use
  for our research papers?
• Teacher You should have at least three primary
  sources that we have not discussed in class,
  although I expect
• Alan (student) Richard, how is the topic for
  the research paper chosen?
• Teacher You decide about the topic however, I
  need to approve it before midterms.
• Kathryn (student) Will the final be cumulative?
• Teacher Yes, and we will talk more about the
  format of the exams as they approach.

54

• Mary (student) Sharon, how long is the oral
  presentation required to be?
• Teacher Ten to 15 minutes
• Thomas (student) How many sources should we use
  for our research papers?
• Teacher You should have at least three primary
  sources that we have not discussed in class,
  although I expect
• Alan (student) Sharon, how is the topic for the
  research paper chosen?
• Teacher You decide about the topic however, I
  need to approve it before midterms.
• Kathryn (student) Will the final be cumulative?
• Teacher Yes, and we will talk more about the
  format of the exams as they approach.

55

• Mary (student) Professor Parks, how long is the
  oral presentation required to be?
• Teacher Ten to 15 minutes
• Thomas (student) How many sources should we use
  for our research papers?
• Teacher You should have at least three primary
  sources that we have not discussed in class,
  although I expect
• Alan (student) Professor Parks, how is the
  topic for the research paper chosen?
• Teacher You decide about the topic however, I
  need to approve it before midterms.
• Kathryn (student) Will the final be cumulative?
• Teacher Yes, and we will talk more about the
  format of the exams as they approach.

56

• Did students term of address for the professor
  impact perceptions of the professors status?

57
Findings for Male Professors Status
58
Findings for Female Professors Status
59
Overall Status Ratings as a Function of
Professors Gender and Term of Address
60

• Did students term of address for the professor
  impact perceptions of the professors
  accessibility?

61
(No Transcript)
62
(No Transcript)
63
Accessibility Ratings as a Function of
Professors Gender and Term of Address
64
Take Home Message

• Male professors are more likely than female
  professors (especially older female professors)
  to be addressed by professional title
• The use of professional title is associated with
  higher status perceptions for both male and
  female professors
• Professional title (versus first name) is also
  associated with higher perceptions of
  accessibility for male professors
• Professional title (versus first name) is
  associated with lower perceptions of
  accessibility but higher perceptions of status
  -- for female professors
• Female professors face a Catch 22 Scenario

65

• Hilary Takiff Diana Sanchez
• were awarded
• second place!

66
(No Transcript)
67
Textbook for GSUs Psychology 4620, Psychology
of Women
68
Pages 84 85
69
Close-Up of Page 85
70
? ? ? Extreme Close-Up of Page 85
Textbook for GSUs Psychology 4620, Psychology
of Women
71
(No Transcript)
72
Where are they now?
Photograph by Hilary Takiff
Diana Sanchez,PhD Assistant Professor of
Psychology Rutgers University
Dolphin Trained by Hilary Takiff, M.F.A.
73

• What can be done about female professors catch
  22?
• Stewart, T. L., Berkvens, M., Engels, W. A.,
• Pass, J. A. (2003). Status and
  likability
• Can the mindful woman have it all?
• Journal of Applied Social Psychology, 33,
  
• 2040-2059.

74

• Can the mindful woman
• have it all?
• Yes!
• but thats another story

75
Jessica Pass, PhD Nijmegen Research Institute
Mathilde Berkvens, MS Dutch Detective
76
Charlene (Chuckie) Christie, PhD Assistant
Professor of Psychology, State University of New
York at Oneonta
77

• Why do undergraduate research?

78

• Congratulations
• to all of todays
• GSURC presenters!

79
(No Transcript)
80
(No Transcript)
81
Ashley Myers