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2016
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(2016) : Sexism and the gendering of professional aspirations In: Faniko, Klea: Gender and social hierarchies: Perspectives from social psychology: London: Routledge
Abstract: The study described in the present chapter explores the role played by sexist ideologies in the gendering of young people's aspirations. To this end, we used the old-fashioned and modern sexism scales developed by Janet Swim and colleagues. This scale distinguishes a form of explicit sexism called 'old-fashioned sexism' from a more subtle form, called 'modern sexism.' Old-fashioned sexism refers to gendered stereotypes according to which women are less competent and women and men should expect to be treated differently. Modern sexism is characterized by non-recognition of the sexist discrimination that persists in our society, hostility towards demands for equality of opportunity, and a lack of support for policies designed to promote gender equality (for example, in education or work). Our hypothesis is that, for girls, atypical professional aspirations require not only a degree of self-confidence on their part but also a distancing from the norms of the gender system. W e, there fore, hypothesize that modern and old-fashioned sexism, and legitimate gendered roles and gender system, have to be rejected by girls in order for them to be able to aspire to occupations mainly occupied by men (further named as 'masculine' occupations). For the boys, we put forward a comparable hypothesis: atypical aspirations on their part also imply a distancing from the socially valued masculine norms, and thus we expect the rejection of sexism again to be a necessary condition for their gender-atypical professional aspirations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2012
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(2012) : The honor system. Influences on attitudes, behaviors, and pedagogy In: Landrum, R. E.; McCarthy, M. A. (Hg.): Teaching ethically: Challenges and opportunities: Washington: American Psychological Association, S. 89-98
DOI: https://doi.org/10.1037/13496-008 Abstract: Academic integrity has received a great deal of attention as institutions of higher education look for ways to deal effectively with dishonest behaviors, including cheating and plagiarism, which some believe is the most critical issue facing academia today (Davis, Drinan, & Gallant, 2009). Given the prevalence of the problem, Davis and colleagues (2009) challenged educational institutions to determine ways to prevent cheating and suggested cultivating a culture in which academic dishonesty is clearly unacceptable. An honor system has been shown to effectively reduce dishonest behaviors such as cheating (e.g., McCabe & Treviño, 1993). There is a growing trend of revitalizing honor systems (e.g., Melgoza & Smith, 2008) or introducing new modified honor systems (e.g., McCabe & Pavela, 2000). Although there is a long history of honor codes at many institutions of higher learning, most researchers have focused on how an honor code affects the attitudes and behaviors of studen ts rathe r than on pedagogy. In this chapter, we provide a brief history of honor systems in higher education, explain how an honor code influences academic dishonesty, examine how an honor system can impact pedagogy, and offer practical advice for implementing an honor code in a classroom. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 5
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