The purpose of this study was to examine how misperceptions of intergroup differences affect the working and professional relationships among Hispanic teachers, European American (White) teachers, and European American (White) administrators in urban schools. As this was an exploratory study to examine the professional exchanges among racio-ethnically diverse groups of teachers and administrators, a qualitative case study methodology was used to collect and report the data for the study. This case study approach was helpful in examining administrators' and teachers' perceptions of intergroup conflict and how these cultural differences affected their exchanges. The data were collected through interviews and through observations made while attending various school functions, such as faculty meetings. The study took place in two urban public schools in South Central Texas, each with a European American administrator, Hispanic teachers, and European American teachers. Included in this study were 14 teachers, 7 European American and 7 Hispanic, two principals, and four assistant principals who participated in two focus groups to validate the teachers' responses. The intergroup properties that were identified in this study were areas of conflict between majority and minority groups that affected the working relationships and active collaboration in instructional matters between school professionals. The properties of intergroup conflict were used to identify causes of conflict among different group members. The properties of intergroup conflict areas revealed in the study were incompatible goals, competitions for resources, cultural and power differences, group boundaries, and leadership behaviors. The quick increase in the diverse populations, primarily Hispanic, of urban schools in South Texas has not allowed sufficient time for Hispanic teachers to enter the workforce, much less Hispanic administrators. As identified in the study and through the properties of intergroup conflict, cultural differences among various demographically diverse groups, such as the principals and teachers studied here, lead to misperceptions that eventually lead to conflicts. Potential conflicts, due to leadership and followership diversity, and to opposing interests, occurred in the day-to-day exchanges between the principals and teachers. Responses made by the European American principals to the opposing interests provided opportunities to create an inclusive school organization.

Thesis (Master)--İzmir Institute of Technology,İzmir, 2004. / Includes bibliographical references (leaves. 41-43).

Thesis (Master)--İzmir Institute of Technology, İzmir, 2004. / Includes bibliographical references (leaves. 39-40).

Thesis (M.S.)--Villanova University, 2006. / Psychology Dept. Includes bibliographical references.

L’évaluation sensorielle en aveugle de produits de consommation conduit souvent à l’identification de groupes de préférences hétérogènes. Par exemple, des participants préfèrent les tissus doux alors que d’autres ne présentent pas cette préférence. Pour comprendre ces préférences, 9 recherches ont été conduites (N = 1128) selon une double perspective : différentielle et fonctionnelle. Une perspective différentielle a exploré systématiquement les déterminants à la fois cognitifs, affectifs et sociaux des préférences sensorielles. L’évaluation visio-tactile de textiles (échantillons de tissus pour sièges de voiture et tissus traités principalement avec des agents assouplissants) couplée à des mesures dispositionnelles a mis en lumière la valeur prédictive du construit d’Intensité Affective (Larsen, 1984). Dans une perspective fonctionnelle (i.e. approche fonctionnelle des attitudes ; Katz, 1960 ; Smith, Bruner, & White, 1956), nous avons testé l’hypothèse selon laquelle la fonction de régulation de l’éveil (Larsen, 2009) était le mécanisme motivationnel sous-tendant ces préférences. Les consommateurs qui apprécient les tissus au toucher doux vivent plus intensément leurs émotions positives et réagissent plus intensément à des stimuli provoquant des émotions négatives. Sur la base d’une approche multidimensionnelle du construit d’Intensité Affective (Bryant, Yarnold, & Grimm, 1996), nous avons discuté des déterminants motivationnels potentiellement impliqués dans les préférences de consommateurs pour les tissus doux. / The blind sensory evaluation of consumer products often yields to heterogeneous clusters of preference. For instance, some participants have a preference for soft textiles whereas others do not have such a preference. To understand these preferences, 9 studies were conducted (N = 1128) according to a double approach: differential and functional. A differential approach systematically explored the cognitive, affective and social determinants of sensory preferences. The visual-tactile evaluation of fabrics (car seat fabrics and fabrics mainly treated with softener agents) coupled to dispositional measures highlighted the predictive value of the Affect Intensity construct (Larsen, 1984). Within a functional approach (i.e. function of attitudes; Katz, 1960; Smith, Bruner, & White, 1956) we tested the hypothesis that function of arousal regulation (Larsen, 2009) was the motivational mechanism underlying these preferences. Consumers liking soft textiles live more intensely their positive emotions and react more intensely to stimuli inducing negative emotions. On the basis of a multidimensional approach of the Affect Intensity construct (Bryant, Yarnold, & Grimm, 1996), we discussed the motivational determinants likely to be involved in consumer preference for soft textiles.

archives@tulane.edu / It is well known that estimates of average treatment effects may obscure heterogeneous responses within treatment subgroups. In this dissertation, I use a common methodology—the triple differences estimator—to investigate subgroup heterogeneity within treatment cohorts. Within each chapter, I begin by using the difference-in-differences estimator to determine the average treatment effect of a natural experiment on a particular group. I then use the triple differences estimator to investigate whether subgroups within the treatment population respond differentially to the same intervention. The chapter “Fertility Responses to the 1994 Earned Income Tax Credit (EITC) Expansion” investigates whether groups that have a revealed preference for larger families respond to the EITC expansion by increasing family size. The chapter “Non-Income Behavioral Responses to the 1994 EITC Expansion” uses a similar definition for revealed preference for family size. This chapter investigates whether families who used paid tax preparers or who do not have a revealed preference for larger size respond to the EITC expansion by reducing the number of children claimed on their taxes. The fianl chapter, “Worker-level Responses to Trade Shocks”, estimates whether the welfare of certain classes of fragile manufacturing workers responds differentially to a sharp reduction and recovery in import penetration. Each chapter uncovers surprising heterogeneity that diverges from the average treatment cohort effect. Families that prefer larger families increase family size post-expansion; post-expansion, families that use paid preparers reduce large family claims. For two out of three classes of fragile workers, increases in import penetration are associated with increased wage once manufacturing output recovers from shock. As a whole, this work points to the importance of taking a second look at salient underlying differences that may necessitate varied policy solutions to a common, unexpected occurrence. / 1 / Stephanie Fortune-Taylor

Many studies have been performed on creativity and the measurement of creativity. However, little is known about the relationship between gender differences and creativity, particularly in South Afnca. The current study aimed to investigate the difference in creativity between boys and girls, as well as the development of creativity in late middle childhood, in the South African context. From the random sample of 1000 primary school children in late middle childhood (grade 4 to 7) of different races and socio-economic strata and from different provinces in South Africa, the questionnaires of 707 children could be used. By using a single cross-sectional design, creativity was measured with subscales of the Torrance Test of Creative Thinking. The results indicated low average scores of creativity in South Afncan children. No statistically significant differences in creativity scores were found between boys and girls. Furthermore, no statistically significant differences in creativity scores were found between the 9-year-old and the 10- to 12-year-old groups, except for verbal fluency, where the 10- tol2-year-old children scored higher than the 9-year-old children. Since the creativity scores were generally lower than the norms for the Torrance Test of Creative Thinking, it is clear that the development of creativity in particular groups of South African children may be suboptimal and this phenomenon needs further investigation. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2004.

Under de senaste decennierna har det ökat ett intresse för det så kallade psykologiska kontraktet. Det psykologiska kontraktet innehåller de förväntningar på skyldigheter som finns mellan arbetsgivare och arbetstagare. Även om forskning har ökat finns det fortfarande luckor i hur individuella aspekter påverkar. Syftet med den här studien är därför att undersöka om könstillhörighet har någon inverkan på upplevelsen av psykologiska kontraktet. Studien kommer undersöka om det finns några eventuella skillnader mellan könen samt om det finns några skillnader mellan könen i upplevelsen av att psykologiska kontraktet har uppfyllts. Studien har en kvantitativ ansats och besvaras med hjälp av enkäter. I studien deltog 78 deltagare varav 47 kvinnor och 31 män. Resultatet visar att könstillhörighet inte har någon signifikant inverkan på vare sig omfattningen av psykologiska kontraktet, olika delar av psykologiska kontraktet eller uppfyllandet av psykologiska kontraktet. Slutsatsen av studien är att könstillhörighet inte har någon inverkan på det psykologiska kontraktet.

The present study tests a reinforcement model for sex differences in depression. This study examines Biglan, Rothlind, Hops, and Sherman's (1989) hypothesis that although distressed and aggressive behaviors both induce negative emotions in others, the reactions to these behaviors are different: aggressive behavior prompts hostile reactions, whereas distressed behavior prompts solicitousness and deters aggression. Although the Biglan et al. results (1989) indicated that reactions were not influenced by the sex of the person emitting the behavior, this result may be a consequence of the population used. This study examined the hypothesis that reactions of others are influenced by sex-role stereotypes when interactions among acquaintances are evaluated. Two hundred and eighty eight college students rated videotaped scenarios in terms of their feelings and reactions toward a male or female acquaintance engaging in distressed, aggressive, or neutral behavior. The findings; support the hypothesis proposed by Biglan that distressed and aggressive behaviors both induced negative emotions in others, although they elicited different behavioral reactions. That is, distressed behaviors prompted supportive and comforting reactions, whereas aggressive behaviors elicited more hostile, argumentative, and avoiding reactions. This study provides further support for the negative reinforcement hypothesis that proposes that distressed behavior induces negative feelings in others; however, at the same time it prompts others to be solicitous and caring and to refrain from aggressive behaviors (Biglan et al., 1989). However, contrary to expectations, no sex differences were found in the reactions to distressed and aggressive behavior despite the use of methodology more conducive to examining gender specific responses. At this point, the most parsimonious explanation for the findings is that the effect is real, yet small and not very robust. / Department of Psychological Science

The purpose of this study was to determine if sex role stereotyping occurs in elementary school readers, and, if it does, to what extent. To achieve this purpose, the study examined and classified the roles, relationships, activities, attitudes, treatments, generalizations, future directions for life and work, and the relative importance assigned to male and female characters in elementary school readers. Data were generated from the application of a 48 item classification instrument which was developed by the researcher.The sampling for the study consisted of 280 stories in 56 elementary school readers, grades 1-6. Those stories were contained in the textbook series of the 7 publishing firms adopted by the state of Indiana for use during the 1973-78 school years.Data collected from the stories were viewed collectively for all series of elementary school readers. Findings and conclusions were based upon the total data compiled during the investigation of the problem.The data strongly indicated that sex role stereotyping consistently occurs in elementary school readers. Those data are presented in the following table:TABLE OF FINDINGSReported below are data collected from the 280 stories examined in 56 elementary school readers which present numerical comparisons between male and female roles.ItemNumber of timespresentedMaleFemaleMajor character21862In illustration (foreground)24581In front cover illustration12531Sex of names in story titles7117Biographies263In the business world (labor force)18943Active character29185Passive character36165Positive character statement25540Negative character statement3561Physical tasks accomplished24454Mental tasks accomplished18533One sex portrayed alone in groups16129Recreational activity107/111Working in the kitchen344Other domestic work1143Making an important decision21635Acquisition of skill or knowledge16324In a ridiculous or degrading situation2292Subservient to other sex074Dependent upon other sex280Based upon the findings of the study, it was concluded that females in elementary school readers were (1) less frequently represented than males in terms of numbers; (2) less frequently represented than males in titles, central roles, and stories; (3) represented in stereotyped roles such as wives, mothers, housekeepers, elementary teachers, and other service-oriented jobs; (4) represented in subordinate, home-related roles; (5) represented as being best fit to be helpmates to males and to depend on males for protection and support; (6) represented less frequently than males as intelligent, capable people with the ability to solve problems and get out of difficult situations; (7) frequently the recipients of derogatory comments; and (8) frequently represented in situations which reinforce culturally conditioned sexual characteristics illustrating as female such traits as dependency, passivity, emotionalism, and a non-competitive spirit.