Successful female leaders empower women's behavior in leadership tasks

The effect of gender on emotional reactions and perceptions when individuals meet themselves in immersive virtual reality

Immersive virtual reality-based training and research are becoming more and more popular and are in continuous development. For instance, it is now possible to be trained by one's virtual self (i.e., doppelganger), meaning that a trainee can participate in a training program in which the trainer resembles the trainee. While past research involving doppelgangers showed promising results, findings revealed gender effects such that doppelganger-based training seems to be beneficial only for male trainees. In the present research, we contribute to this literature by investigating the emotional reactions and perceptions that people have when they meet a virtual human in immersive virtual reality. Specifically, we assess the extent to which the appearance of the virtual human (doppelganger vs. unknown avatar) and an individual's gender influence these reactions and perceptions. We found that males felt more positive emotions toward their doppelganger than toward the unknown avatar and that females perceived their doppelganger as less competent and warm than the unknown avatar. Our findings have important practical implications in terms of virtual reality-based training and research design such that the use of a doppelganger (unknown avatar) might be recommended in a training program or research setting involving men (women).

Organizations affect their employees' vaccine readiness: A self-perception theory perspective

Over the past 3 years, employees have constantly witnessed how their organizations have responded to the challenges posed by the COVID-19 pandemic. Here, we hypothesize that employees' perceptions of the COVID-19 safety climate of their organization positively affect their vaccine readiness. To examine the underlying mechanisms of this effect, we use a self-perception theory lens. Thus, we hypothesize that an organization's COVID-19 safety climate affects employees' COVID-19 vaccine readiness through employees' adherence to COVID-19 guidelines. We conducted a time-lagged study over the time span of 1 year (N = 351) to test our hypotheses. In general, results support our hypotheses. In particular, results showed that perceived COVID-19 safety climate assessed at an early stage of the pandemic (April 2020, when no vaccines were available) predicted employees' COVID-19 vaccine readiness more than a year later. In line with self-perception theory, this effect was mediated by employees' adherence to COVID-19 guidelines. The present study provides theoretical insight into the underlying mechanisms of organizational climate on employees' attitudes. From a practical perspective, our results suggest that organizations are a powerful lever for promoting vaccine readiness.

Gender and culture bias in letters of recommendation for computer science and data science masters programs

Letters of Recommendation (LORs) are widely utilized for admission to both undergraduate and graduate programs, and are becoming even more important with the decreasing role that standardized tests play in the admissions process. However, LORs are highly subjective and thus can inject recommender bias into the process, leading to an inequitable evaluation of the candidates' competitiveness and competence. Our study utilizes natural language processing methods and manually determined ratings to investigate gender and cultural differences and biases in LORs written for STEM Master's program applicants. We generate features to measure important characteristics of the LORs and then compare these characteristics across groups based on recommender gender, applicant gender, and applicant country of origin. One set of features, which measure the underlying sentiment, tone, and emotions associated with each LOR, is automatically generated using IBM Watson's Natural Language Understanding (NLU) service. The second set of features is measured manually by our research team and quantifies the relevance, specificity, and positivity of each LOR. We identify and discuss features that exhibit statistically significant differences across gender and culture study groups. Our analysis is based on approximately 4000 applications for the MS in Data Science and MS in Computer Science programs at Fordham University. To our knowledge, no similar study has been performed on these graduate programs.

Physiological linkage among successful high-status women in international teams

In contemporary society, decisions are often made by teams whose members represent different nationalities and genders. In the current work, participants from 55 countries formed groups of 3 to 4 people to select one of the 5 firms in a mock firm search. In all groups, one woman was randomly assigned to have higher status than her groupmates; she was also surreptitiously instructed to persuade her group to select one (randomly assigned) firm. We measured cardiac interbeat intervals for participants throughout the decision-making process to assess physiological linkage—the degree to which a ‘sender’s’ physiological response predicts a ‘receiver’s’ physiological response at a subsequent time interval. On average, high-status women were successful at persuasion. The physiological responses of successful high-status women were also predicted by the responses of their female groupmates: stronger linkage to female group members during the task was associated with success at persuading the group. Successful high-status women were also perceived as more persuasive than others in the group. This work shows that the link between status and successful persuasion generalizes to women among heterogeneous international teams. It also suggests that attention to others—often associated with physiological linkage—may be useful in persuading others during decision-making.

Towards diversity in science - a glance at gender disparity in the Brazilian Society of Neuroscience and Behavior (SBNeC)

Gender equity is far from being achieved in most academic institutions worldwide. Women representation in scientific leadership faces multiple obstacles. Implicit bias and stereotype threat are considered important driving forces concerning gender disparities. Negative cultural stereotypes of weak scientific performance, unrelated to true capacity, are implicitly associated with women and other social groups, influencing, without awareness, attitudes and judgments towards them. Meetings of scientific societies are the forum in which members from all stages of scientific careers are brought together. Visibility in the scientific community stems partly from presenting research as a speaker. Here, we investigated gender disparities in the Brazilian Society of Neuroscience and Behavior (SBNeC). Across the 15 mandates (1978-2020), women occupied 30% of the directory board posts, and only twice was a woman president. We evaluated six meetings held between 2010 and 2019. During this period, the membership of women outnumbered that of men in all categories. A total of 57.50% of faculty members, representing the potential pool of speakers and chairs, were female. Compared to this expected value, female speakers across the six meetings were scarce in full conferences (χ²(5)=173.54, P<0.001) and low in symposia (χ²(5)=36.92, P<0.001). Additionally, women chaired fewer symposia (χ²(5)=47.83, P<0.001). Furthermore, men-chaired symposia had significantly fewer women speakers than women-chaired symposia (χ²(1)=56.44, P<0.001). The gender disparities observed here are similar to those in other scientific societies worldwide, urging them to lead actions to pursue gender balance and diversity. Diversity leads not only to fairness but also to higher-quality science.

Doppelganger-based training: Imitating our virtual self to accelerate interpersonal skills learning

Interpersonal skills require mastering a wide range of competencies such as communication and adaptation to different situations. Effective training includes the use of videos in which role models perform the desired behaviours such that trainees can learn through behavioural mimicry. However, new technologies allow new ways of designing training. In the present study, given that virtual reality is emerging as a valuable training setting, we compare two different demonstration conditions within virtual reality by investigating the extent to which the use of doppelgangers as role models can boost trainees' interpersonal skills development as compared to a role model that does not resemble the trainees. We also assess trainees' level of self-efficacy and gender as potential moderators in this relationship. Participants delivered a speech in front of a virtual audience twice. Before delivering their second speech, they watched a role model giving a speech in front of the same audience. The role model was either their doppelganger or an avatar of the same gender depending on the condition they were randomly assigned to. Results showed that the doppelganger-based training was the most beneficial for male trainees low in self-efficacy. These findings have important implications for training design, suggesting that doppelganger-based training might be effective only for a specific subset of trainees.

The impact of fleeting exposure to female exemplars of success in STEM

Two studies tested the impact of subtle cues that associate masculinity with science, technology, engineering, and mathematics (STEM) success on women’s STEM experiences. Study 1 was a field study conducted in a university campus engineering building where photos of graduating classes were displayed. In Study 2, STEM majors viewed a mock website that depicted either exclusively male or mixed-gender STEM students. Across both studies, women reported greater fundamental need threat—a composite of threats to belonging, self-esteem, control, and meaningful existence—after viewing photos of exclusively male STEM students than did men. This gender effect disappeared when photos included female STEM students. Direct effects of gender and photo condition on career intentions were not observed, but indirect effects were obtained through need threat. Thus, because fleeting exposure to subtle background images associating STEM success with masculinity can negatively impact women’s fundamental needs, cues in academic environments should be carefully considered.

The Future of Women in Psychological Science

There has been extensive discussion about gender gaps in representation and career advancement in the sciences. However, psychological science itself has yet to be the focus of discussion or systematic review, despite our field's investment in questions of equity, status, well-being, gender bias, and gender disparities. In the present article, we consider 10 topics relevant for women's career advancement in psychological science. We focus on issues that have been the subject of empirical study, discuss relevant evidence within and outside of psychological science, and draw on established psychological theory and social-science research to begin to chart a path forward. We hope that better understanding of these issues within the field will shed light on areas of existing gender gaps in the discipline and areas where positive change has happened, and spark conversation within our field about how to create lasting change to mitigate remaining gender differences in psychological science.

In the Shadow of Social Stereotypes: Gender diversity on corporate boards, board chair’s gender and strategic change

Against the backdrop of spirited public and academic discourse about women’s low visibility in corporate leadership positions, we examine board gender diversity’s influence on strategic change in firms. Viewing gender as an institutionalized system of social beliefs, the article makes two related arguments. First, it contends that because of gender status difference and bias, more gender diversity will result in less strategic change as a board’s decisions begin to follow the stance of a smaller but relatively more influential ‘boy’s club’. Second, it contends that should a board have a female chair as opposed to a male chair, a recession in the shadow of gender stereotypes will reverse board gender diversity’s negative effect on strategic change. Instrumental variables analysis of data from Fortune 500 firms supports the theory. We discuss the study’s contributions and implications.

Solutions to Gender Balance in STEM Fields Through Support, Training, Education and Mentoring: Report of the International Women in Medical Physics and Biomedical Engineering Task Group

The aim of this article is to offer a view of the current status of women in medical physics and biomedical engineering, while focusing on solutions towards gender balance and providing examples of current activities carried out at national and international levels. The International Union of Physical and Engineering Scientists in Medicine is committed to advancing women in science and health and has several initiatives overseen by the Women in Medical Physics and Biomedical Engineering Task Group. Some of the main strategies proposed by the Task Group to attain gender balance are: (a) identify and promote female role models that achieve successful work-life balance, (b) establish programs to develop female leaders, (c) create opportunities for females to increase the international visibility within the scientific community, and (d) establish archives and databases of women in STEM.

Succession planning and performance of family-owned small and medium enterprises in Arusha City – Tanzania

Purpose

The purpose of this paper is to examine succession planning and performance of family-owned small and medium enterprises (SMEs).

Design/methodology/approach

The quantitative research approach and a cross-sectional research design were employed. The probability sampling technique was used to draw 219 respondents from the sampling frame. A structured questionnaire was used for data collection. Descriptive statistics and independent samples t-tests were used for data analysis.

Findings

It was revealed that most of family-owned SMEs founders in the study area had mechanisms for succession planning for their businesses. Also, there is a difference in business performance when successors are selected and prepared by business founders compared to when they are selected and prepared by other family members. Successors selected and prepared by business founders performed better in business than successors who were selected and prepared by other family members.

Research limitations/implications

This study employed a quantitative research paradigm methodology, which limits deep discussion with respondents. Future studies could consider using a qualitative research paradigm methodology.

Originality/value

The paper presents succession planning process experience in family-owned SMEs in the study area, specifically the existence of succession planning in family-owned SMEs. It also shows a difference in business performance between the two investigated groups. This paper will benefit business founders, family business successors and researchers.

If your group is (not) great: Positive vs. negative trait priming motivates majorities and minorities to adapt essentialist attributions

In the present study we investigate the mutability of essentialist ingroup and outgroup attributions in relation to positive and negative ingroup trait priming for ethnic minority and majority members in two countries (Study 1 in Austria: with Austrians and Austrian Turks; Study 2 in Lithuania: with Lithuanians and Lithuanian Poles). Both studies demonstrate that essentialist ingroup-attributions were lower when both minority and majority members were encountering negative (as compared to neutral/positive) ingroup traits. Only minority members raised the level of essentialist ingroup-attributions with positive ingroup trait priming. Additionally, Study 2 compared essentialist attributions in two regions (typical and numerically reversed minority-majority groups). The typical majority Lithuanians and “reversed” Poles attributed a lower level of ingroup-essence than the typical minority Poles and “reversed” Lithuanians. With ingroup trait priming, the “reversed” groups showed the same pattern, changing the levels of self-attributed essence like the ethnic Lithuanians/Poles in typical regions. The results demonstrate the mutable use of group-based essentialist self-attributions as a response to manipulation of positive/negative trait presentation of the ingroup. Consequently, group-essentialization is not a static property of a group but situationally and strategically variable. Exploration of reversed minority-majority situations reveals additional aspects of this variability.

Changing Beliefs About Female Leader Advancement Following the 2016 U.S. Presidential Election

Scholars have discussed the implications of positive leadership role models, including the impact of Barack Obama and Hillary Clinton’s political rise for aspiring leaders of underrepresented groups. However, there are also potential ramifications when those role models fail, shaping broader beliefs about the permeability of the glass ceiling. The current research tests this idea by evaluating the perceived promotability of male and female business leaders before ( n = 165) and following ( n = 159) the 2016 U.S. presidential election. Results indicated that the election result negatively affected the perceived promotability of women relative to men. A conceptual replication study ( N = 997) manipulating election reminders yielded a similar pattern. Notably, respondents’ own beliefs about the glass ceiling and willingness to work with the targets did not change, suggesting that Clinton’s failed leadership bid informed predictions about the behavior of others, but it did not shift personal attitudes toward female leaders.

Looking Beyond Our Similarities: How Perceived (In)Visible Dissimilarity Relates to Feelings of Inclusion at Work

We investigated how the perception of being dissimilar to others at work relates to employees' felt inclusion, distinguishing between surface-level and deep-level dissimilarity. In addition, we tested the indirect relationships between surface-level and deep-level dissimilarity and work-related outcomes, through social inclusion. Furthermore, we tested the moderating role of a climate for inclusion in the relationship between perceived dissimilarity and felt inclusion. We analyzed survey data from 887 employees of a public service organization. An ANOVA showed that felt inclusion was lower for individuals who perceived themselves as deep-level dissimilar compared to individuals who perceived themselves as similar, while felt inclusion did not differ among individuals who perceived themselves as surface-level similar or dissimilar. Furthermore, a moderated mediation analysis showed a negative conditional indirect relationship between deep-level dissimilarity and work-related outcomes through felt inclusion. Interestingly, while the moderation showed that a positive climate for inclusion buffered the negative relationship between deep-level dissimilarity and felt inclusion, it also positively related to feelings of inclusion among all employees, regardless of their perceived (dis)similarity. This research significantly improves our understanding of how perceived dissimilarity affects employees by distinguishing between surface-level and deep-level dissimilarity and by demonstrating the importance of a climate for inclusion.

Empowering Mimicry: Female Leader Role Models Empower Women in Leadership Tasks Through Body Posture Mimicry

In two studies we investigated the behavioral process through which visible female leader role models empower women in leadership tasks. We proposed that women tend to mimic the powerful (open) body postures of successful female role models, thus leading to more empowered behavior and better performance on a challenging leadership task, a process we called empowering mimicry. In Study 1, we experimentally manipulated the body posture of the male and female role models and showed that 86 Swiss college women mimicked the body posture of the female (ingroup) but not the male (outgroup) role model, thus leading to more empowered behavior and better performance on a public speaking task. In Study 2, we investigated the boundary conditions of this process and showed that empowering mimicry does not extend to exposures to non-famous female models among 50 Swiss college women. These findings suggest that nonverbal mimicry is one important mechanism through which female leader role models inspire women performing a challenging leadership task. From a practice perspective, our research underscores the importance of female leaders' visibility because visibility can drive other women's advancement in leadership by affording women the opportunity to mimic and be empowered by successful female role models.

Does Exposure to Counterstereotypical Role Models Influence Girls' and Women's Gender Stereotypes and Career Choices? A Review of Social Psychological Research

Gender roles are formed in early childhood and continue to influence behavior through adolescence and adulthood, including the choice of academic majors and careers. In many countries, men are underrepresented in communal roles in health care, elementary education, and domestic functions (HEED fields, Croft et al., 2015), whereas women are underrepresented in the science, technology, engineering, and mathematical (STEM) fields (Beede et al., 2011) and top leadership positions (Leopold et al., 2016). Theories focusing on the development of gender roles suggest that across the lifespan people perceive certain roles to be more or less appropriate for their gender (e.g., Gender Schema Theory, Martin and Halverson, 1981; Social Role Theory, Eagly and Wood, 2011). Specifically, researchers have postulated that observing same-sex role models triggers learning processes whereby observers internalize gender-stereotypical knowledge of roles and act accordingly, which results in gender-congruent aspirations and behavior. It seems reasonable that if observing men and women in gender congruent roles fosters gender-congruent aspirations and behavior, then frequently observing gender-incongruent role models (e.g., male kindergarten teachers or female scientists and leaders) should reduce gender stereotyping and promote gender-counterstereotypical aspirations and behavior. In many countries, governments and societal decision-makers have formed initiatives based on the idea that exposure to gender-counterstereotypical role models influences aspirations and career choices among children, adolescents, and young adults. The present review gives an overview of research-based interventions involving observing or interacting with counterstereotypical role models, particularly focusing on outcomes for girls and women. Extending earlier reviews, we summarize laboratory-based and field-based studies and then critically discuss and integrate the findings in order to provide an overall picture of how counterstereotypical role models shape observers’ occupational aspirations and academic choices in childhood, adolescence, and young adulthood. We conclude by outlining suggestions for future research and briefly discussing implications for future interventions.

Unnecessary Frills: Communality as a Nice (But Expendable) Trait in Leaders

Although leader role expectations appear to have become relatively more compatible with stereotypically feminine attributes like empathy, women continue to be highly underrepresented in leadership roles. We posit that one reason for this disparity is that, whereas stereotypically feminine traits are appreciated as nice “add-ons” for leaders, it is stereotypically masculine attributes that are valued as the defining qualities of the leader role, especially by men (who are often the gatekeepers to these roles). We assessed men’s and women’s idea of a great leader with a focus on gendered attributes in two studies using different methodologies. In Study 1, we employed a novel paradigm in which participants were asked to design their “ideal leader” to examine the potential trade-off between leadership characteristics that were more stereotypically masculine (i.e., agency) and feminine (i.e., communality). Results showed that communality was valued in leaders only after meeting the more stereotypically masculine requirements of the role (i.e., competence and assertiveness), and that men in particular preferred leaders who were more competent (vs. communal), whereas women desired leaders who kept negative stereotypically masculine traits in check (e.g., arrogance). In Study 2, we conducted an experiment to examine men’s and women’s beliefs about the traits that would be important to help them personally succeed in a randomly assigned leader (vs. assistant) role, allowing us to draw a causal link between roles and trait importance. We found that both men and women viewed agentic traits as more important than communal traits to be a successful leader. Together, both studies make a valuable contribution to the social psychological literature on gender stereotyping and bias against female leaders and may illuminate the continued scarcity of women at the very top of organizations, broadly construed.

Does Exposure to Counterstereotypical Role Models Influence Girls' and Women's Gender Stereotypes and Career Choices? A Review of Social Psychological Research

Gender roles are formed in early childhood and continue to influence behavior through adolescence and adulthood, including the choice of academic majors and careers. In many countries, men are underrepresented in communal roles in health care, elementary education, and domestic functions (HEED fields, Croft et al., 2015), whereas women are underrepresented in the science, technology, engineering, and mathematical (STEM) fields (Beede et al., 2011) and top leadership positions (Leopold et al., 2016). Theories focusing on the development of gender roles suggest that across the lifespan people perceive certain roles to be more or less appropriate for their gender (e.g., Gender Schema Theory, Martin and Halverson, 1981; Social Role Theory, Eagly and Wood, 2011). Specifically, researchers have postulated that observing same-sex role models triggers learning processes whereby observers internalize gender-stereotypical knowledge of roles and act accordingly, which results in gender-congruent aspirations and behavior. It seems reasonable that if observing men and women in gender congruent roles fosters gender-congruent aspirations and behavior, then frequently observing gender-incongruent role models (e.g., male kindergarten teachers or female scientists and leaders) should reduce gender stereotyping and promote gender-counterstereotypical aspirations and behavior. In many countries, governments and societal decision-makers have formed initiatives based on the idea that exposure to gender-counterstereotypical role models influences aspirations and career choices among children, adolescents, and young adults. The present review gives an overview of research-based interventions involving observing or interacting with counterstereotypical role models, particularly focusing on outcomes for girls and women. Extending earlier reviews, we summarize laboratory-based and field-based studies and then critically discuss and integrate the findings in order to provide an overall picture of how counterstereotypical role models shape observers' occupational aspirations and academic choices in childhood, adolescence, and young adulthood. We conclude by outlining suggestions for future research and briefly discussing implications for future interventions.

Counter-Stereotypes and Feminism Promote Leadership Aspirations in Highly Identified Women

Although women who highly identify with other women are more susceptible to stereotype threat effects, women's identification might associate with greater leadership aspirations contingent on (1) counter-stereotype salience and (2) feminist identification. When gender counter-stereotypes are salient, women's identification should associate with greater leadership aspiration regardless of feminism, while when gender stereotypes are salient, women's identification would predict greater leadership aspirations contingent on a high level of feminist identification. In our study US-based women (N = 208) attended to gender stereotypic (vs. counter-stereotypic) content. We measured identification with women and identification with feminism, and, following the manipulation, leadership aspirations in an imagined work scenario. The interaction between identification with women, identification with feminism, and attention to stereotypes (vs. counter-stereotypes) significantly predicted leadership aspirations. In the counter-stereotypic condition women's identification associated with greater leadership aspirations regardless of feminist identification. In the stereotypic condition women's identification predicted leadership aspirations only at high levels of feminist identification. We conclude that salient counter-stereotypes and a strong identification with feminism may help high women identifiers increase their leadership aspirations.

Gender Asymmetry in the Construction of American National Identity

Dominant groups (e.g., White U.S. citizens) are more associated with “American” identity and they feel greater ownership over American national identity compared to ethnic minority groups. We extended this perception to gender and tested whether American national identity is constructed in masculine, versus feminine, terms. We examined whether U.S. men feel greater symbolic ownership over the nation and represent what it means to be a prototypical American, more than U.S. women. In Study 1, men and women considered male-associated traits more American than female-associated traits and listed more men as examples of “true” Americans than women. In Study 2, men reported higher levels of nationalism than women. Women’s nationalism was moderated by their conception of male-associated traits as American—women who viewed American identity as more masculine were less nationalistic. Men showed a stronger correlation between gender identity and American identity compared to women. However, correlations between gender identity and nationalism did not differ by participant gender. Results suggest men and masculinity are considered more American than are women and femininity. We provide support for the subgroup asymmetry hypothesis through the novel lens of gender. We discuss means of attenuating the gendered construction of national identity in terms of media, policy, and education. Additional online materials for this article, including study materials, a podcast interview with the author, and slides for instructors who want to use this article for teaching, are available on PWQ’ s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684317707710

Female peer mentors early in college increase women's positive academic experiences and retention in engineering

Scientific and engineering innovation is vital for American competitiveness, quality of life, and national security. However, too few American students, especially women, pursue these fields. Although this problem has attracted enormous attention, rigorously tested interventions outside artificial laboratory settings are quite rare. To address this gap, we conducted a longitudinal field experiment investigating the effect of peer mentoring on women's experiences and retention in engineering during college transition, assessing its impact for 1 y while mentoring was active, and an additional 1 y after mentoring had ended. Incoming women engineering students (n = 150) were randomly assigned to female or male peer mentors or no mentors for 1 y. Their experiences were assessed multiple times during the intervention year and 1-y postintervention. Female (but not male) mentors protected women's belonging in engineering, self-efficacy, motivation, retention in engineering majors, and postcollege engineering aspirations. Counter to common assumptions, better engineering grades were not associated with more retention or career aspirations in engineering in the first year of college. Notably, increased belonging and self-efficacy were significantly associated with more retention and career aspirations. The benefits of peer mentoring endured long after the intervention had ended, inoculating women for the first 2 y of college-the window of greatest attrition from science, technology, engineering, and mathematics (STEM) majors. Thus, same-gender peer mentoring for a short period during developmental transition points promotes women's success and retention in engineering, yielding dividends over time.

Stressing the Advantages of Female Leadership Can Place Women at a Disadvantage

Abstract. Women are still underrepresented in management and men hold the majority of higher positions. Nonetheless, one often-heard claim in popular media is that female people-centered leadership skills (empathy, communication, etc.) are a better match for the business world – especially in the future. Furthermore, a related idea is that women may use this advantage to take over men’s dominant position in leadership. Four studies show that such claims paradoxically maintain gender inequality, by undermining support for affirmative action to reduce female underrepresentation in leadership. Where earlier research shows that positive stereotypes can hurt women by suggesting that they are unqualified for leadership, the current findings show that even positive stereotypes that claim that women are particularly well qualified for leadership can hurt women in their chances for gaining leadership positions. Although it is good to highlight the advantages of female leadership, exaggerated and sensationalist claims contribute to a perpetuation of gender inequality.

Processos Cognitivos Visuoespaciais e Ambiente Visual Circundante: Implicações Educacionais

RESUMO Nesta revisão de literatura, abordamos a importância da atenção seletiva, da inibição e da memória de trabalho na aprendizagem das crianças. Começamos por apresentar as suas definições e principais mecanismos funcionais. Apresentamos igualmente conclusões de vários estudos que abordam a importância desses processos, sobretudo em tarefas visuoespaciais. Finalmente, abordamos o papel que o ambiente visual circundante desempenha na aprendizagem, chamando a atenção para uma lacuna que se verifica em grande parte dos estudos: a sua pouca validade ecológica. É também defendido que o ambiente visual externo deve ser considerado nos modelos explicativos dos processos cognitivos básicos. Conclui-se o trabalho alertando para a necessidade de se estudar de forma mais sistemática a relação entre estes dois elementos (cognição e ambiente).

Women in evolution - highlighting the changing face of evolutionary biology

The face of science has changed. Women now feature alongside men at the forefront of many fields, and this is particularly true in evolutionary biology. This special issue celebrates the outstanding achievements and contributions of women in evolutionary biology, by highlighting a sample of their research and accomplishments. In addition to original research contributions, this collection of articles contains personal reflections to provide perspective and advice on succeeding as a woman in science. By showcasing the diversity and research excellence of women and drawing on their experiences, we wish to enhance the visibility of female scientists and provide inspiration as well as role models. These are exciting times for evolutionary biology, and the field is richer and stronger for the diversity of voices contributing to the field.

The Motivational Theory of Role Modeling: How Role Models Influence Role Aspirants’ Goals

Role models are often suggested as a way of motivating individuals to set and achieve ambitious goals, especially for members of stigmatized groups in achievement settings. Yet, the literature on role models tends not to draw on the motivational literature to explain how role models may help role aspirants achieve these outcomes. In this paper, we introduce role aspirants and their motivational processes into an understanding of role modeling by drawing on expectancy–value theories of motivation to bring together the disparate literatures on role models to form a cohesive theoretical framework. We first integrate different definitions of role models into a new conceptualization where we propose that role models serve 3 distinct functions in which they influence goals and motivation: acting as behavioral models, representing the possible, and being inspirational. We then build a theoretical framework for understanding not only when, but also how, role models can effectively influence motivation and goals. This new theoretical framework, the Motivational Theory of Role Modeling, highlights ways in which the power of role models can be harnessed to increase role aspirants’ motivation, reinforce their existing goals, and facilitate their adoption of new goals.

Model Versus Military Pilot

Using an experimental methodology, the present study investigated adolescents’ attitudes toward media images of women in non-appearance-focused (CEO and military pilot) and appearance-focused occupations (model and actor). One hundred adolescent girls and 76 adolescent boys provided ratings of likability, competence, and similarity to self after viewing media images of women in non-appearance-focused and appearance-focused occupations. Both boys and girls reported that women in non-appearance-focused occupations were good role models at higher rates than women in appearance-focused occupations. Girls reported greater likability and similarity to the self for women in appearance-focused occupations compared with women in non-appearance-focused occupations, whereas boys showed the opposite pattern. Boys rated women in non-appearance-focused occupations as more competent than women in appearance-focused occupations, whereas girls showed the opposite pattern. The role of internalization of media standards for appearance in teens’ attitudes was also considered. Implications for career identity are discussed.

Designing Classrooms to Maximize Student Achievement

Improving student achievement is vital for our nation’s competitiveness. Scientific research shows how the physical classroom environment influences student achievement. Two findings are key: First, the building’s structural facilities profoundly influence learning. Inadequate lighting, noise, low air quality, and deficient heating in the classroom are significantly related to worse student achievement. Over half of U.S. schools have inadequate structural facilities, and students of color and lower income students are more likely to attend schools with inadequate structural facilities. Second, scientific studies reveal the unexpected importance of a classroom’s symbolic features, such as objects and wall décor, in influencing student learning and achievement in that environment. Symbols inform students whether they are valued learners and belong within the classroom, with far-reaching consequences for students’ educational choices and achievement. We outline policy implications of the scientific findings—noting relevant policy audiences—and specify critical features of classroom design that can improve student achievement, especially for the most vulnerable students.

They won’t listen to me: Anticipated power and women’s disinterest in male-dominated domains

We hypothesized that women avoid male-dominated domains because they anticipate lacking the power to influence others in those contexts. In Study 1, a questionnaire study, male undergraduates were more interested in science, technology, engineering, and mathematics (STEM) majors than were female undergraduates, and this gender disparity was mediated by women anticipating having less power in STEM fields than men did. Study 2 experimentally demonstrated that a lack of female representation within an academic context (MBA program) led women to infer that they would lack power in that context. Consequently, they became less interested in the program and in business schools in general. Our findings indicate that expecting low interpersonal power is an important mechanism by which women lose interest in pursuing male-dominated fields.