The purpose of the current study was to examine the effect of a blind selection process on gender discrimination. Due to persistent gender discrimination in selection processes, the intention of the current study was to investigate a blind selection process as a means to decrease gender discrimination against women. A total of 391 individuals were recruited through SONA and convenience sampling to participate in the current study. Materials included a selection scenario, three applicant résumés with applicant names and three with applicant ID numbers, a rank order form, and measures for procedural justice and fairness, modern sexism inventory, and the attitudes towards women scale. Participants were randomly assigned to one of three conditions; one with applicant names, one with applicant ID numbers with no explanation for the ID numbers, and one with applicant ID numbers without an explanation. Results illustrated partial support for hypothesis 1a (H1a) and H2a, such that there was a significant difference in rank orders (H1a) and job suitability scores (H2a) as a function of condition assignment, though in the opposite direction than hypothesized. There was support for H1b, H1c, H2b, and H2c such that in blind conditions, qualified applicants received similar rank orders (H1b) and job suitability scores (H2b), while the unqualified applicant received the lowest rank order (H1c) and job suitability scores (H2c). Procedural justice scores were similar between the two blind conditions, and as such, H3a and H3b was not supported. Participants with an explanation perceived blind conditions as fair and non-blind conditions as unfair, thus H3c was supported. However, H3d was not supported, as participants without an explanation still perceived a blind process as fair and a non-blind process as unfair. Neither H4a nor H4b were supported, as sexism did not serve as a covariate with rank orders as a function of condition assignment. Last, H5 was not supported, as participants across all three conditions were similarly confident in their rank order decisions. Limitations included an imbalanced sample of primarily female (N = 320) psychology students (N = 380). Possible explanations for results obtained include the effects of similarity bias, identification, sophistication and education, and experimenter effects. Results expand the current body of literature in personnel selection processes and create implications for blind selection processes and practical use in organizations to decrease gender discrimination.

This study investigated the effects of sex differences on clinical judgements. It was hypothesized that: l) clinicians will respond differently to aggressive, self-assertive, or dependent behavior, depending upon whether this behavior was performed by a man or a woman; 2) clinicians will have different treatment goals for a man and a woman who behaved in the same manner; 3) clinicians will describe the client engaged in aggressive, self-assertive, or dependent behavior differently, depending on the sex of the client; 4) clinicians will have different feelings towards men and women behaving in exactly the: same manner, and; 5) clinicians will rate aggressive women and dependent men as more emotionally disturbed and, as such, in need of longer and more intensive treatment than dependent women and aggressive men.

Research on existential mortality fears has indicated that death reminders impact individuals at the cognitive and behavioral levels. One way people cope with this threat is through cherishing cultural values that provide life with meaning. However, little research has explored how death reminders impact cultural standards regarding gender. These cultural values often manifest through various means by male and female groups. Guided by terror management theory, which posits that people address threats to their existence by engaging in culturally-sanctioned behaviors to enhance their self-esteem, the purpose of this study was to examine the effect of mortality salience (MS) on male participants' propensity for sexism and attitudes towards those with atypical gender stereotypes. Participants (n = 136) were recruited from courses at a local university and were selected based on the assumption that they had been exposed to media depicting death-related events. A quantitative research design was used to examine differences between the experimental MS and control pain salience conditions, and to assess effect sizes. Results from a MANOVA indicated that MS was associated with significantly higher sexism scores (F = 15.322, p < .001) as measured by the Ambivalent Sexism Inventory, and with less favorable ratings of peers (as measured by a common opinion rating scale used in previous research in this area) who violated traditional gender stereotypes (F = 13.459, p < .001). The findings imply existential threats may contribute to negative stereotyping based on gender and enhance conservative views of gender stereotypes. Implications for social change are discussed involving the reduction of intolerance and prejudice directed at those who hold opposing worldviews.

Higher education has been linked to upward mobility in recent decades. Higher education has particularly served as a road to upward mobility for disadvantaged racial and gender groups. While United States colleges and universities strive to make their institutions, programs, and departments more diverse, students who are racial minorities still experience racism and those who are women still experience sexism. Colleges and universities are often considered bastions of progressive liberalism that will challenge racism and sexism; however, the seeds of American racism and sexism that were planted at the country's inception and that were sustained by the blatant subjugation of people of color and women continue to generate race and sex based oppression within present-day American society and within America's academic institutions. Therefore, residual racism and sexism are important to explore, since their presence in educational institutions serves to reify racial and gender based boundaries in achievement and well-being. To this end, research has inadequately determined the prevalence of overt and covert oppression within academic institutions. Using a sample of college students at a predominately white institution in a Midwestern college town and a diverse institution in a large urban area I will: 1) examine the prevalence of covert and overt racist and sexist experiences among college students and develop models of their occurrence by gender and race; 2) test double jeopardy and multiple jeopardy theory by finding out if women of color experience more racism and sexism than other groups; 3) examine the prevalence of racist, post- racist, sexist and post-sexist beliefs among college students and develop models of their origins by race and gender, 4) examine how environmental context impacts student's experiences and beliefs by comparing college students at a predominately white institution and at a diverse institution; and 5) conduct a path analysis in order to test the causal relationships between demographic factors (race, gender and institution type), experiences (racist and sexist victimization) and attitudes/outlook (racist, post-racist, sexist, post-sexist, campus climate and stress).

During World War II, black women migrated largely out of the South to take advantage of the growing defense industries in California. Black women flocked to the shipbuilding industry in Richmond for the great economic opportunities industrial jobs offered. What they found when they arrived and attempted to secure jobs in the shipyards hardly lived up to their dreams and expectations. Black women found themselves faced with dual discrimination due to their race and gender. The shortage of available manpower opened up the traditionally white male shipbuilding industry to women and minorities but it did not guarantee them equal treatment or employment opportunities. Women faced hostile treatment from their male coworkers, especially in the form of sexual harassment, while black workers experienced racist comments and behavior. Black women experienced both gender and racial harassment. Yet, they chose not to fight against the interpersonal discrimination they experienced in the workplace. Black women fought against the dual discrimination that hindered their employment opportunities. The shipyards and the union worked together to limit the employment opportunities of black women. They practiced many methods of discrimination that denied black women jobs. The union used residency requirements and a quota system to limit black women’s access to shipyard jobs. This discrimination extended beyond hiring practices. The shipyards and union worked together to keep black women out of skilled occupations regardless of their training and prior experience. They also denied black women access to supervisory positions. These discriminatory policies and practices severely limited the employment opportunities of black women but they continuously fought for greater access to jobs and sought government support for their efforts. As black women confronted this double burden due to their race and gender, they fought most strongly against discrimination that affected their employment opportunities. They migrated to the Bay Area to take advantage of industrial jobs in the shipbuilding industry and they did everything in their power to acquire these jobs despite the many forms of discrimination that attempted to thwart their plans.

This thesis shines a light on tools that can be used in order to create persuasive and meaningful video games. This research was designed as an exploration of the game Behind Every Great One, with the purpose to determine if and how the game could attain a persuasive and meaningful representation of a benevolent sexist situation. To achieve this, the research took on three different approaches: an interview with the developer, a textual analysis of the game, and a qualitative survey analysing players' reactions to, and perceptions of, the game. The findings suggest that displaying characters' emotions in ways that transmit them to the players, paired with a realistic, complex representation of the social situation portrayed, are imperative for making the game have a persuasive and meaningful impact on the players. The researcher also suggests the term persuasive meaningful play as an applicable way to refer to games that contain similar characteristics as Behind Every Great One.

Although women have made great strides in society working to close the gender gap, sexism still exists that may impact women’s psychological wellness. The current research examines the relationship between sexist attitudes toward women, stigma consciousness, and psychological well-being among 235 female participants from a medium sized Southern city. Participants took part in the research by completing a cross-sectional survey about the health and well-being of women in exchange for class credit or cash. The primary hypothesis was that stigma consciousness would serve as a mediator of the relationship between sexist attitudes toward women and psychological well-being. Results indicated a positive relationship between hostile sexism and psychological well-being and a negative relationship between hostile sexism and stigma consciousness. However, the relationship between stigma consciousness and psychological well-being was not significant. Therefore, stigma consciousness did not serve as a mediator between sexism and psychological well-being. This not significant relationship is explained in accord with past research. Possible reasons for the positive relationship between holding more sexist views toward women and having greater psychological well-being are discussed. / acase@tulane.edu

<p>This essay will investigate the cause of <em>shifts – changes made when translating – in the Swedish version of Enid Blyton‟s <em>Five on a Treasure Island. It should be seen as a direct sequel to <em>The Little Girl is Missing – a bachelor degree project written at Stockholm University. In said degree project the methods used when making the shifts was described, but now the reasons <em>why the shifts were made and <em>how they have affected the plot will be presented. To do so a number of theories concerning both gender studies and translation studies will be used. </em></em></em></em></em></p><p>The working hypothesis is that the shifts were made to rid the translated text of the original text‟s sexist content – to create "equality between women and men" (Lpo 94: 3) and making the translation fit the target culture i.e. today‟s Sweden. This claimed sexist content will be determined mainly with the help of the Swedish compulsory school system‟s curriculum, Lpo94, and Berit Ås‟s master suppression techniques. The intention is to bring the translation phenomenon of ideologically influenced translations into the limelight and start a debate. Besides that, this essay will also provide a didactic model for teachers wanting to work with translation dilemmas in class.</p>

The problem of linguistic and structural bias in the subject vocabularies used by libraries has been the subject of varying degrees of scrutiny in the cataloging literature of the past several decades. This study examines the Library of Congress subject headings involving sex and gender from 1988, 1993, and 2003. Changes to the headings are tracked and analyzed. Comparisons are made between recommendations made in the literature and changes to the subject vocabulary; the impact of the changes on the appearance of bias on the basis of sex and gender in library catalogs is discussed.

This essay will investigate the cause of shifts – changes made when translating – in the Swedish version of Enid Blyton‟s Five on a Treasure Island. It should be seen as a direct sequel to The Little Girl is Missing – a bachelor degree project written at Stockholm University. In said degree project the methods used when making the shifts was described, but now the reasons why the shifts were made and how they have affected the plot will be presented. To do so a number of theories concerning both gender studies and translation studies will be used. The working hypothesis is that the shifts were made to rid the translated text of the original text‟s sexist content – to create "equality between women and men" (Lpo 94: 3) and making the translation fit the target culture i.e. today‟s Sweden. This claimed sexist content will be determined mainly with the help of the Swedish compulsory school system‟s curriculum, Lpo94, and Berit Ås‟s master suppression techniques. The intention is to bring the translation phenomenon of ideologically influenced translations into the limelight and start a debate. Besides that, this essay will also provide a didactic model for teachers wanting to work with translation dilemmas in class.