The Vicious Cycle Linking Stereotypes and Social Roles

Eagly, Alice H.; Koenig, Anne M.

doi:10.1177/09637214211013775

Cited by 82 publications

(67 citation statements)

References 36 publications

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“…Students from lower SES backgrounds have on average lower performance in national exams, lower rates of progression to higher education (Department for Education, 2020), and are underrepresented in positions associated with educational attainment (Arulampalam et al, 2005;Jones, 2016). These sociocultural factors contribute to the stereotype that high academic achievers are from high SES backgrounds (Eagly & Koenig, 2021), and feed into those groups' social identities (Easterbrook et al, 2019;Manstead, Easterbrook, & Kuppens, 2020). Indeed, there is evidence that SES is associated strongly and positively with stereotypes of competence (Cuddy, Fiske, & Glick, 2007;Fiske, 2010), and that there are descriptive and prescriptive stereotypes that link lower SES with academic incompetence among adults and children (Batruch, Autin, & Butera, 2017;Croizet & Claire, 1998;Goudeau & Croizet, 2016).…”

Section: Identity Incompatibilitymentioning

confidence: 99%

“…Research focusing on gender has shown the importance of identity compatibility in explaining gender inequalities in STEM subjects. Reflecting women’s historical underrepresentation in STEM fields and the masculine stereotypes associated with STEM (Eagly & Koenig, 2021), women tend to perceive lower levels of compatibility between their gender identity and the stereotypes about successful STEM students than men do. Lower levels of identity compatibility in STEM are associated with reduced belonging, confidence, motivation, and performance in STEM fields, and thus contribute to gender‐based inequalities in STEM outcomes (Ahlqvist, London, & Rosenthal, 2013; Good, Rattan, & Dweck, 2012; Rosenthal, London, Levy, & Lobel, 2011; Settles, 2004; Settles, Jellison, & Pratt‐Hyatt, 2009).…”

Section: Introductionmentioning

confidence: 99%

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‘People like me don’t do well at school’: The roles of identity compatibility and school context in explaining the socioeconomic attainment gap

Easterbrook

Nieuwenhuis

Fox

et al. 2022

Brit J of Edu Psychol

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Background. School students who are eligible for reduced or free school meals (FSM)an indicator of economic disadvantagehave lower academic attainment than their peers.Aims. We investigated whether identity compatibilitythe perceived compatibility between one's social identities and the stereotype of a high-achieving studentcontributes to this socioeconomic attainment gap, and whether the association between socioeconomic status and identity compatibility is moderated by school context. Sample. Our sample was 4,629 students aged 15-16 years old across 29 schools in England.Method. We assessed students' perceptions of identity compatibility via self-report questionnaires 8 months prior to them taking national, standardized exams.

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Section: Identity Incompatibilitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

‘People like me don’t do well at school’: The roles of identity compatibility and school context in explaining the socioeconomic attainment gap

Easterbrook

Nieuwenhuis

Fox

et al. 2022

Brit J of Edu Psychol

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“…For a more general discussion on the nature and content of stereotypes, including how and why they develop, see literature on the stereotype content model (Fiske et al, 2002), social role theory (Koenig & Eagly, 2014), and the developmental intergroup theory of social stereotypes and prejudice (Bigler & Liben, 2006). Research on the pervasiveness and stability of stereotypes over time and cultures is also available (Charlesworth & Banaji, 2021;Diekman & Eagly, 2000;Eagly & Koenig, 2021;Eagly et al, 2020;Haines et al, 2016;Heilman & Eagly, 2008;Miller et al, 2015).…”

Section: Stereotypes and Perceived Incongruitymentioning

confidence: 99%

Gender, Race, and Leadership

Begeny¹,

Wong²,

Kirby³

et al. 2021

Oxford Research Encyclopedia of Psychology

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Leaders exist in myriad types of groups. Yet in many of them—including in organizational, political, and educational domains—leadership roles are disproportionately occupied by individuals of certain social categories (e.g., men, white individuals). Speaking to this imbalance in representation, there is a wealth of theory and research indicating that gender and race are key to understanding: (a) who tends to get placed in leadership roles, and (b) what an individual’s experience will be like while in that role or on the path to it. In part, this is because there are commonly held stereotypes that make certain individuals—often those of socially dominant racial and gender groups—seem better suited for leadership. By comparison, individuals of other genders and races are often perceived and evaluated as less suitable and treated as such (e.g., deprived of opportunities to become leaders or develop leadership skills). These stereotypes can also elicit disparate internal states (e.g., stereotype threat, internalized negative self-perceptions) that affect individuals’ likelihood of pursuing or obtaining such roles (e.g., by affecting their motivation or performance). In this way, leadership dynamics are intimately connected to the study of gender and race. Overall, these dynamics involve several psychological processes. This includes myriad forms of gender and racial bias—discrimination in evaluations, pay, hiring, promotions, and in access to role models, mentorship, and support; backlash effects, queen bee effects (self-group distancing), glass cliff effects, motherhood penalties, and fatherhood bonuses. It also involves multiple lines of theorizing—role congruity theory, lack of fit, masculine defaults and ambient belonging, modern sexism, aversive racism, social identity threat, and others. Looking ahead, there are several critical directions for advancing research on gender, race, and leadership. This includes examining leadership processes from a more precise, intersectional lens rather than studying the implications of one’s gender or race in isolation (e.g., by integrating work on intersectionality theory, gendered races, and intersectional invisibility). Future study of these processes will also need to consider other relevant social identities (e.g., reflecting class, religion, age, sexuality, ability and neurodiversity, nationality, and immigration status), along with a more thorough consideration of gender—going beyond the study of (cisgender) men and women to consider how transgender and gender-nonconforming individuals are perceived and treated in leadership roles or on the path to such roles. Additionally, and ultimately, it will be critical to develop effective strategies for addressing the underrepresentation of women, racial and ethnic minorities, and other social groups in leadership. In part this will mean carefully evaluating strategies now being employed (e.g., organizational diversity messages, quotas and affirmative action, mentorship programs)—including those that may be largely ineffective, if not causing harm (e.g., implicit bias training, campaigning for women to “lean in”). Addressing the lack of diversity in leadership will be a crucial step toward tackling broader issues of social inequity.

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“…Communion is still firmly associated with women, and stereotypes of men appear more resistant to change than those of women [43][44][45]. In terms of role engagement, implicit tests showed that parenthood is more strongly associated with women than men [46], and only given role change, stereotype change can eventually be expected [47]. Even though a trend towards neutrality within gender stereotypes can be observed, it is estimated to take at least 134 years for implicit malecareer/female-family associations to dissolve [48].…”

Section: Masculinity Norms Fathering Norms and Parental Leavementioning

confidence: 99%

Which representations of their gender group affect men’s orientation towards care? the case of parental leave-taking intentions

2021

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Men are currently underrepresented in traditionally female care-oriented (communal) engagement such as taking parental leave, whereas they are overrepresented in traditionally male (agentic) engagement such as breadwinning or leadership. We examined to what extent different prototypical representations of men affect men’s self-reported parental leave-taking intentions and more generally the future they can imagine for themselves with regard to work and care roles (i.e., their possible selves). We expected prototypes of men that combine the two basic stereotype dimensions of agency and communion to increase men’s communal intentions. In two experiments (N1 = 132, N2 = 233), we presented male participants with contrived newspaper articles that described the ideal man of today with varying degrees of agency and communion (between-subjects design with four conditions; combined agentic and communal vs. agentic vs. communal vs. control condition). Results of Experiment 1 were in line with the main hypothesis that especially presenting a combination of agency and communion increases men’s expectations for communal engagement: As compared to a control condition, men expected more to engage in caretaking in the future, reported higher parental leave-taking intentions, and tended to expect taking longer parental leave. Experiment 2 only partially replicated these findings, namely for parental leave-taking intentions. Both experiments additionally provided initial evidence for a contrast effect in that an exclusive focus on agency also increased men’s self-reported parental leave-taking intentions compared to the control condition. Yet, exclusively emphasizing communion in prototypes of men did not affect men’s communal intentions, which were high to begin with. We further did not find evidence for preregistered mechanisms. We discuss conditions and explanations for the emergence of these mixed effects as well as implications for the communication of gendered norms and barriers to men’s communal engagement more broadly.

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The Vicious Cycle Linking Stereotypes and Social Roles

Cited by 82 publications

References 36 publications

‘People like me don’t do well at school’: The roles of identity compatibility and school context in explaining the socioeconomic attainment gap

‘People like me don’t do well at school’: The roles of identity compatibility and school context in explaining the socioeconomic attainment gap

Gender, Race, and Leadership

Which representations of their gender group affect men’s orientation towards care? the case of parental leave-taking intentions

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