This dissertation created a model to explore the effect of dominant group status on stigmatization of mental illness and on moral relativism and the interactive effect of dominant group status on stigmatization of mental illness through moral relativism. The model was conceptualized according to social dominance theory. Latent variables were created to measure moral relativism and stigmatization of mental illness. The latent measures were conceptualized according to current theories in the fields of moral relativism and stigmatization. During statistical analyses the latent measure for moral relativism was found to be unreliable. The study then became confirmatory-exploratory in nature by first comparing the fit indices of three alternate models with single-measure latent variables. The model that best fit the data was then used to conclude the exploratory research on the effect of group status on moral relativism and stigmatization of mental illness. The model was not supported by the data based on fit index and standardized residual scores.

Indiana University-Purdue University Indianapolis (IUPUI) / Racial and gender discrimination in the workplace is still prevalent in western society. Authoritarian organizational hierarchies may further embed stereotypes and prejudice that reduce the likelihood for inclusion and equity within organizations. Democracy as an alternative governance structure for organizations has been proposed and practiced in organizations within western societies demonstrating effectiveness in reducing class disparities, but limited work has investigated racial and gender-based disparities. Employees working in democratically and non-democratically governed organizations were surveyed on their level of participation in organizational governance and attitudes toward their organization. Employees within democratically governed organizations experience on average higher positive job attitudes compared to employees in non-democratically governed organizations regardless of gender or race. It is found that women, Asian American, and Pacific Islander employees participate in organizational governance at equivalent rates as White male colleagues, but Black, Indigenous, and People of Color employees do not. Members of minoritized groups within democratically governed organizations experience similar feelings influence over organizational outcomes and psychological ownership compared to their White male colleagues. Findings also imply having an ownership stake in the organization plays a significant role individual participation but cannot fully account for racial disparities in participation rates within democratically governed organizations. These results imply democratically governed organizations may effectively increase racial and gender inclusion and equity, but not fully reduce existing racial disparities. Future work should continue to explore additional mechanisms that influence individual participation in organizational governance and how perceptions of status and competence differentiate between governance structures within organizations.

This thesis examines the factors which impact societal willingness to integrate in a post conflict, post power sharing agreement environment. Utilizing the Northern Ireland case, this study analyzes variance in willingness to integrate between Protestant and Catholic groups. Analysis of the Northern Ireland Life and Times survey data illustrates the shifting relationship between political trust and ingroup/outgroup frustrations on levels of willingness to integrate since the Good Friday Agreement. Statistical analyses indicate confirmation of ingroup attachment and elite political trust hypotheses, and reduced impact of outgroup benefit perceptions on willingness to integrate since the Good Friday Agreement.

Doctor of Philosophy / Department of Psychological Sciences / Patrick Knight / Recruiters and recruitment materials can signal to job seekers certain aspects of the organization which may affect how attractive the organization appears as a potential employer (signaling theory; Rynes, Bretz, & Gerhart, 1991). Some signals received during recruitment can indicate that social-based inequalities and hierarchies may exist (social dominance theory; Sidanius & Pratto, 1999). It is possible that women might perceive themselves as part of a subordinate group in fields where they are underrepresented, such as the areas of science, technology, engineering, and mathematics (STEM). The current research examines participant gender and the effects of using traditionally feminine words, masculine words, or neutral words in recruitment material on participants’ ratings of STEM program attractiveness and perceptions of institutional belonging. Furthermore, one’s goal orientation can influence the type of goal one is attracted to and whether it will be adopted; the current research looks at the effects of one’s goal orientation and how that is related to the person’s efficacy regarding STEM recruitment materials (Elliott & Dweck, 1988). Additionally, a goal orientation intervention was conducted in an attempt to influence participants’ situational learning goal orientations and measured efficacy. While the gendered wording of the recruitment material did not influence participants’ ratings of attraction and perceived belongingness, women rated the STEM recruitment material as more attractive than men. Additionally, participants’ learning goal orientation was found to have a significant influence on their measured efficacy. The results of this research have implications for recruiting female applicants to STEM programs/careers and suggestions for organizational interventions and best practices in order to positively affect job outcomes.

This study aims to analyse how sex and sexuality are presented in the Buddhism and Hinduism chapters of religious studies textbooks for upper secondary school. The chosen textbooks are all linked to the new curriculum Lgr 11 which was implemented in the Swedish school system in the spring of 2012. The textbooks were analysed by using two methods; content analysis and discourse analysis. Content analysis was used to examine with which frequency sexes and sexualities appear in the textbooks, while discourse analysis was used to find what discourses surround the two concepts. The discourse analysis used two theories in order to contextualize the several discourses about sex and sexuality. The two theories were social dominance theory and norm critical theory.   The study shows that men are more frequently mentioned in the textbooks than women, with two exceptions. In the chapter describing Buddhism in one of the textbooks, women are more frequently portrayed in pictures. Women are also more frequently mentioned in the chapter describing Hinduism in another textbook.   In the chapters about Buddhism, men are often described as leaders and are mentioned in connection to education. When women are mentioned, it is often in the role of nuns, who are always described as subordinate to monks. In the chapters about Hinduism, men are often mentioned in connection to education, and are often described as in power and as practitioners of the religion. Women are described as dependent on men and are mentioned in connection to marriage and their husbands. Sexuality is a subject which only one textbook brings up. It defines homosexuality as unacceptable in the Hindu society, but does however point out that it is not illegal. Other than that, the textbooks display a lack of interest in discussing sexualities in patriarchal religions in which heterosexuality is considered a norm. Every example and description the textbooks give about religious life and the different stages humans go through are based on a heteronormativity. The authors always base their examples on heterosexual relationships and heterosexual people. The findings of this study are troubling, particularly as the Nation Agency for Education (Skolverket) has stated that the Swedish upper secondary school must study religion from different perspectives, for example sex and sexuality.

No description available.

Social dominance theory (SDT) and Social identity theory (SIT) are theoretical frameworks that have been conceptualised and examined in societies that predominantly have stable intergroup relations. The present study sought to examine both theoretical frameworks in a context that is undergoing social change. Three cross-sectional studies were conducted amongst black and white students from a South African University. Results indicated that there was no difference in the desire for group-based inequality (i.e. social dominance orientation, SDO) amongst groups affected by social change, when group status was measured subjectively. Yet, when group status was determined sociologically, dominant group members had significantly higher SDO levels. Furthermore, results indicated that the perception of social change had a conditional effect on the relationship between SDO and support for affirmative action amongst white participants, in that when white participants perceived higher in-group status loss, higher SDO levels predicted opposition towards affirmative action. Racial in-group identification had a conditional effect on the relationship between perceived social change and support for affirmative action amongst black participants; when black participants had higher racial in-group identification, greater perception of social change predicted support for affirmative action. Lastly, amongst black participants, hierarchy-attenuating legitimising myths had a conditional effect on the relationship between SDO and support for affirmative action. Specifically, when colourblindness or Ubuntu were endorsed, higher SDO predicted support for affirmative action. However, when these hierarchy-attenuating legitimising myths were rejected, higher SDO predicted opposition towards affirmative action. / Psychology / M.A. (Psychology)

Social dominance theory (SDT) and Social identity theory (SIT) are theoretical frameworks that have been conceptualised and examined in societies that predominantly have stable intergroup relations. The present study sought to examine both theoretical frameworks in a context that is undergoing social change. Three cross-sectional studies were conducted amongst black and white students from a South African University. Results indicated that there was no difference in the desire for group-based inequality (i.e. social dominance orientation, SDO) amongst groups affected by social change, when group status was measured subjectively. Yet, when group status was determined sociologically, dominant group members had significantly higher SDO levels. Furthermore, results indicated that the perception of social change had a conditional effect on the relationship between SDO and support for affirmative action amongst white participants, in that when white participants perceived higher in-group status loss, higher SDO levels predicted opposition towards affirmative action. Racial in-group identification had a conditional effect on the relationship between perceived social change and support for affirmative action amongst black participants; when black participants had higher racial in-group identification, greater perception of social change predicted support for affirmative action. Lastly, amongst black participants, hierarchy-attenuating legitimising myths had a conditional effect on the relationship between SDO and support for affirmative action. Specifically, when colourblindness or Ubuntu were endorsed, higher SDO predicted support for affirmative action. However, when these hierarchy-attenuating legitimising myths were rejected, higher SDO predicted opposition towards affirmative action. / Psychology / M.A. (Psychology)