The present study examined the role of morality, competence, and attractiveness as perceived from faces in predicting hiring decisions for men and women. Results showed that for both female and male applicants, facial competence significantly predicted the hiring decision directly and indirectly, through the mediation of the overall impression. Decisions concerning female applicants were, however, significantly predicted by multiple dimensions—that is, facial morality, facial competence, and attractiveness—with the mediation of the overall impression. Facial competence was the only significant predictor of (...) impression and, in turn, hiring decision about men. These findings resonate the mottoVirtutem forma decorat, “Beauty adorns virtue,” painted by Leonardo da Vinci on the reverse side of the portrait of Ginevra de’ Benci, and suggest that women’s chances of getting a job are less than those of men whenever they do not show a moralandcompetentandattractive face. (shrink)

School performance and cognitive competence can be conceptualized as social and relational constructs. Thus, we expect their association to vary as a function of other socially-embedded variables which have proven meaningful in the academic domain. The present study takes a critical theory approach to assess gender-related and contextual variability in the association between peer-assessed school performance and self-perceived cognitive competence. The sample consisted of 719 preadolescents living in lower- and upper-middle-class neighborhoods in Montreal, Canada and Barranquilla, Columbia. Multigroup comparisons revealed (...) that peer-assessed school competence was more strongly associated with self-perceived cognitive competence for upper-middle-class than lower-middle-class participants from Barranquilla, whereas the opposite pattern was observed with Montreal participants, and that the association between communal orientation and self-perceived cognitive competence was stronger for girls than for boys across the sample, especially in the upper-middle-class school in Montreal. These findings highlight the nuanced degree of gender differences in preadolescents’ perceived academic competence and emphasize the role of SES in shaping self-perceptions. (shrink)

We used a multi-dimensional framework to assess current stereotypes of men and women. Specifically, we sought to determine (1) how men and women are characterized by male and female raters, (2) how men and women characterize themselves, and (3) the degree of convergence between self-characterizations and charcterizations of one’s gender group. In an experimental study, 628 U.S. male and female raters described men, women, or themselves on scales representing multiple dimensions of the two defining features of gender stereotypes, agency and (...) communality: assertiveness, independence, instrumental competence, leadership competence (agency dimensions), and concern for others, sociability and emotional sensitivity (communality dimensions). Results indicated that stereotypes about communality persist and were equally prevalent for male and female raters, but agency characterizations were more complex. Male raters generally descibed women as being less agentic than men and as less agentic than female raters described them. However, female raters differentiated among agency dimensions and described women as less assertive than men but as equally independent and leadership competent. Gender stereotypes also were evident in self-ratings, with female raters rating themselves as less agentic than male raters and male raters rating themselves as less communal than female raters, although there were exceptions (e.g., no differences in independence and sociability self-ratings for men and women). Comparisons of self-ratings and ratings of men and women in general indicated that women tended to characterize themselves in more stereotypic terms – as less assertive and less competent in leadership – than they characterized others in their gender group. Men, in contrast, characterized themselves in less stereotypic terms – as more communal. Overall, our results show that a focus on facets of agency and communality can provide deeper insights about stereotype content than a focus on overall agency and communality. (shrink)

The Big Two theoretical framework suggests that two traits, namely morality and competence, govern social judgments of individuals and that morality shows a primacy effect over competence because it has more diagnostic value. In this study we tested the primacy effect of morality in the workplace by examining how instrumental or relational goals of organizations might influence the importance of morality or competence of candidates during the hiring process. We hypothesized that the primacy effect of morality might hold when organizational (...) goals are relational, but it might get reversed when organizational goals are instrumental. Supporting our hypothesis, in a field study and two experiments we found that people perceive moral candidates as more appropriate for recruitment when an organization prioritizes relational goals. In contrast, people perceive competent candidates as more appropriate for recruitment when an organization prioritizes instrumental goals. Perceived appropriateness of a candidate, in turn, predicts a stronger intention to recruit a candidate. These results provide evidence for a reversal of the primacy effect of morality in a work setting, and illuminate the important role of organizational goals in social judgments. (shrink)

In this paper, we argue for the value of studying gender stereotypes at the subgroup level, combining insights from the stereotype content model, social role theory, and intersectional perspectives. Empirically, we investigate the stereotype content of gender subgroups in Norway, a cultural context for which a systematic description of stereotypes of gender subgroups is lacking. In a pilot study, we established salient subgroups within the Norwegian context. Employing the stereotype content model, these groups were rated on warmth and competence in (...) a main study. Combining social role and intersectional perspectives, we compared stereotypes of women and men in the same social roles and social categories across subgroups. Comparisons between subgroups of women and men occupying the same social role indicated that at the subgroup level, women are often viewed as warmer than men, whereas the reverse appears to be a rare exception. Competence ratings, however, did not show this consistency. Our results at the subgroup level are consistent with research indicating that current gender stereotypes converge on constructs related to the competence dimension and remain divergent for constructs related to warmth. (shrink)

This research examines whether the items of some of the most well-established five-factor inventories refer to competence. Results reveal that both experts and laymen can distinguish between items that refer to how competently a behavior is performed and items that do not. Responses to items that refer to competence create a higher-order factor in the personality inventories, and the variability in responses to competence-related items in personality self-ratings is best modeled as a general factor rather than as also tied to (...) the specific Big Five factors. We suggest that a focused debate on what personality items should refer to is likely to have considerable positive consequences for both theory and measurement of personality. (shrink)

Concerning race and its intertwinements with gender, sexual orientation, class, accents, or ability there is a scarcity of social psychological research in Europe. With an intersectional approach studying racism in Europe it is possible to detect specific experiences of discrimination. The prevalent understanding of European racism is connected to migration from the former colonies to the European metropoles and the post-Second-World-War immigration of ‘guest workers.’ Thus, the focus of this research is on work-related discrimination. Against the background of a short (...) historical review, we present the results of the few existing studies on intersectional discrimination within the labor market in Europe and discuss their implications. The pattern of findings is more complex than the assumption that individuals belonging to two or more marginalized social categories are always the most discriminated ones. Gender, sexual orientation, and origin rather interact with the specific job context. These interactions determine whether minority individuals are discriminated against or even preferred over individuals belonging to the majority group. We argue that considering the stereotype content model and social-identity theory helps to structure the sometimes contradictory results of intersectionality research. Therefore, the review presents new perspectives on racism in Europe based on current research, develops hypotheses on the interplay of intersecting identities, and identifies four novel research questions based on racist attributions considering situational variables: These are the role of concrete job contexts in explaining discrimination, the influence of different stereotypes regarding marginalized groups, the explanatory value of sexual orientation as well as class or socioeconomic-status and age in terms of some patterns of results. (shrink)

Although leader role expectations appear to have become relatively more compatible with stereotypically feminine attributes like empathy, women continue to be highly underrepresented in leadership roles. We posit that one reason for this disparity is that, whereas stereotypically feminine traits are appreciated as nice “add-ons” for leaders, it is stereotypically masculine attributes that are valued as the defining qualities of the leader role, especially by men (who are often the gatekeepers to these roles). We assessed men’s and women’s idea of (...) a great leader with a focus on gendered attributes in two studies using different methodologies. In Study 1, we employed a novel paradigm in which participants were asked to design their “ideal leader” to examine the potential trade-off between leadership characteristics that were more stereotypically masculine (i.e., agency) and feminine (i.e., communality). Results showed that communality was valued in leaders only after meeting the more stereotypically masculine requirements of the role (i.e., competence and assertiveness), and that men in particular preferred leaders who were more competent (vs. communal), whereas women desired leaders who kept negative stereotypically masculine traits in check (e.g., arrogance). In Study 2, we conducted an experiment to examine men’s and women’s beliefs about the traits that would be important to help them personally succeed in a randomly assigned leader (vs. assistant) role, allowing us to draw a causal link between roles and trait importance. We found that both men and women viewed agentic traits as more important than communal traits to be a successful leader. Together, both studies make a valuable contribution to the social psychological literature on gender stereotyping and bias against female leaders and may illuminate the continued scarcity of women at the very top of organizations, broadly construed. (shrink)