Status Generalization: A Review and Some New Data

Gender and social influence: A social psychological analysis.

“…Although it has been suggested that differing status characteristics generally cumulate rather than nullify one another's impact (Webster & Driskell, 1978), people who are equated in terms of highly task-relevant characteristics such as job title may not be discriminably differentiated in terms of more global characteristics such as sex and race (Webster, 1977). In organizations, then, any effects of sex may be easily overshadowed by characteristics more immediately relevant to job performance, especially in long-term relationships (Terborg, 1977).…”

Assessing the Impact of Status Information Conveyance on the Distribution of Negative Rewards: A Preliminary Test and Model

“…Correll and Ridgeway (2003) also note that performance expectations can arise from behavioral interchange patterns (Fisek, Berger, & Norman, differentially evaluated states wherein 1) one state of D is more highly valued than the other state, 2) to each state of D there corresponds a distinct set of specific expectations, and 3) to each state of D there is also a corresponding set of general expectations (Berger, Fisek, Norman, & Zelditch, 1977). Empirical research finds that educational attainment, race, gender, age, beauty, and occupation operate as diffuse status characteristics (e.g., Cohen & Roper, 1972;Freese, 1974;Kelley, Rogalin, Soboroff, Lucas, & Lovaglia, 2009;Lockheed & Hall, 1976;Markovsky, Berger, & Smith, 1984;Meeker & Weitzel-O'Neill, 1977;Webster & Driskell, 1978Webster, Hysom, & Fullmer, 1998;Zelditch, Lauderdale, & Stublarec, 1980). A specific status characteristic (C) also has at least two differentially evaluated states but satisfies only conditions 1) and 2), not 3).…”

“…An earlier study by Rashotte and SmithLovin (1997) also supports the strength of expressive cues over indicative ones in situations where status information conflicts. It is interesting to note that research by Webster and Driskell (1978) tried to overcome status disadvantage in group interaction based on race by adding additional indicative status cues. They had to add two inconsistent indicative cues to overcome racial disadvantages in interactions rather than a single expressive cue as in Walker et al (2014).…”

“…First, the race and education level of offenders and victims are either high status (white and college educated) or low status (African-American and high school educated). Both educational attainment (Markovsky, Berger and Smith 1984;Zelditch, Lauderdale and Stublarec1980) and race (Cohen and Roper 1972;Webster and Driskell 1978) have been empirically validated as diffuse characteristics (hereafter D). Status was also manipulated using appropriate emotional displays, or lack thereof.…”

Status em sociedades pós-modernas: a renovação de um conceito

“…Os indivíduos ganham status ao mostrar a posse de, ou a familiaridade com, qualidades e atributos que são altamente valorizados em determinados períodos e locais. Exibir sinais apropriados de alto status tem sido mostrado como capaz de abrir oportunidades em todos os tipos de situações, incluindo em escolas (Bourdieu e Passeron, 1977;Collins, 1979;DiMaggio e Mohr, 1985), no mercado de trabalho (Collins, 1979), na competição por publicação acadêmica (Merton, 1968;Powell, 1985), na seleção conjugal (DiMaggio e Mohr, 1985), em pequenos grupos orientados para a execução de tarefas (Webster e Driskell, 1978) e em mercados de bens e serviços (Podolny, 1993). As vantagens associadas incluem maior reconhecimento em níveis de conquista semelhantes (Merton, 1968;Webster e Driskell, 1978), menores custos e maiores rendimentos em transações comerciais (Podolny, 1993), acesso a círculos sociais restritos (Ostrower, 1996) e maior oportunidade de participar de interações sociais (Webster e Driskell, 1978).…”