Regulatory Focus alters Stereotype Threat Effects on Women's Leadership Aspirations

2006 ◽  
Author(s):  
Anke S. K. Goerzig
Keyword(s):  
Stereotype Threat ◽  
Regulatory Focus ◽  
Women's Leadership ◽  
Leadership Aspirations

Implicit Processes and Emotions in Stereotype Threat about Women's Leadership

2017 ◽  
pp. 1592-1612
Author(s):  
Gwendolyn A. Kelso ◽  
Leslie R. Brody
Keyword(s):  
Stereotype Threat ◽  
Role Models ◽  
Negative Emotion ◽  
Women's Leadership ◽  
Self Report ◽  
Cognitive Responses ◽  
Implicit Processes ◽  
Female Role ◽  
Undergraduate Women ◽  
Implicit And Explicit

Stereotype threat about leadership ability may trigger emotional and cognitive responses that reduce women's leadership aspirations. This chapter reviews literature and presents a study on the effects of implicit (covert) and explicit (overt) leadership stereotype threat on women's emotions, power-related cognitions, and behaviors as moderated by exposure to powerful female or male role models. Emotional responses were measured using self-report (direct) and narrative writing (indirect) tasks. Undergraduate women (n = 126) in the Northeastern U.S. were randomly divided into three stereotype threat groups: none, implicit, and explicit. Implicit stereotype threat resulted in higher indirectly expressed (but not self-reported) anxiety, behaviors that benefited others more than the self, and when preceded by exposure to powerful female role models, higher self-reported negative emotion but also higher indirect positive affect. Explicit stereotype threat resulted in higher indirect optimism, and when preceded by exposure to powerful female role models, lower self-reported sadness but also lower implicit power cognitions.

Perceived Interpersonal Influences and College-Major Nontraditionality as Predictors of Women’s Leadership Aspirations

2020 ◽  
pp. 089484532090226
Author(s):  
Jennifer L. Yeoward ◽  
Margaret M. Nauta
Keyword(s):  
Undergraduate Students ◽  
Role Models ◽  
Online Survey ◽  
College Major ◽  
Women's Leadership ◽  
Male Students ◽  
Future Research ◽  
Career Interventions ◽  
Future Research Directions ◽  
Leadership Aspirations

In this study, we examined the degree to which two forms of perceived interpersonal influence relate to college women’s plans to become leaders in their career fields. We also tested whether those associations vary as a function of the nontraditionality of the women’s majors (as indexed by the percentage of male students in their majors). The responses of 673 female undergraduate students to an online survey revealed that perceived support/guidance for career decision-making and perceived inspiration from career role models both had unique and positive associations with leadership aspirations, but those associations did not differ based on major nontraditionality. We discuss implications for career interventions designed to facilitate college women’s leadership aspirations and identify future research directions.

When Negative Stereotypic Expectancies Turn Into Challenge or Threat: The Moderating Role of Regulatory Focus

2007 ◽  
Vol 66 (3) ◽  
pp. 163-168 ◽  
Author(s):  
Johannes Keller
Keyword(s):  
Stereotype Threat ◽  
Test Performance ◽  
Regulatory Focus ◽  
Theoretical Perspective ◽  
Self Regulation ◽  
Expectancy Effects ◽  
Regulatory Processes ◽  
Verbal Tasks ◽  
The Impact

The impact of negative stereotypic expectations on men’s verbal performance was investigated in an experimental study. The study was designed to test a theoretical perspective that relates self-regulatory processes as postulated in Regulatory Focus Theory (Higgins, 1998) to stereotypic expectancy effects on test performance as previously documented in research on stereotype threat. It is argued that negative stereotypic expectancies (e.g., “Men are bad at verbal tasks”) are more likely to result in a threat experience and poorer test performance when a prevention focus and in turn a special sensitivity to potential negative outcomes is activated whereas negative stereotypic expectancies are more likely to result in a challenge experience and better test performance when a promotion focus has been induced. The results indicate that expectancy effects on test performance are indeed moderated by the mode of self-regulation activated in the testing situation.

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