Antonio Mladinic

Beyond prejudice as simple antipathy: Hostile and benevolent sexism across cultures

The authors argue that complementary hostile and benevolent components of sexism exist across cultures. Male dominance creates hostile sexism (HS), but mens dependence on women fosters benevolent sexism (BS)--subjectively positive attitudes that put women on a pedestal but reinforce their subordination. Research with 15,000 men and women in 19 nations showed that (a) HS and BS are coherent constructs that correlate positively across nations, but (b) HS predicts the ascription of negative and BS the ascription of positive traits to women, (c) relative to men, women are more likely to reject HS than BS, especially when overall levels of sexism in a culture are high, and (d) national averages on BS and HS predict gender inequality across nations. These results challenge prevailing notions of prejudice as an antipathy in that BS (an affectionate, patronizing ideology) reflects inequality and is a cross-culturally pervasive complement to HS.

Dynamic Stereotypes about Women and Men in Latin America and the United States

To test the hypothesis that a group undergoing social change is believed to adopt traits associated with its new roles, this study examined perceptions of women and men of the past, present, and future in Brazil, Chile, and the United States. These dynamic stereotypes, which are present-day beliefs about a group as changing its characteristics, followed the specific profile of role change in each nation. The perception of men as increasing in masculine characteristics, which was found only in Chile and Brazil, cohered with changes in their roles following industrialization and democratization. The perception of women as increasing in masculine characteristics, which was found in all three nations, cohered with their increasing participation in public roles.

Estereotipos Sobre los Mapuches: Su Reciente Evolución

Mediante una replica y ampliacion de un estudio realizado en 1988 por Saiz (1991), se examino la evolucion de los estereotipos que estudiantes universitarios no indigenas atribuyen a dos categorias cronologicas de mapuches: preteritos y contemporaneos. Este examen fue realizado segun el contenido, favorabilidad, notoriedad y uniformidad de los estereotipos. Mediante un cuestionario, 407 participantes asignaron atributos a las dos categorias de mapuches. Confirmando lo esperado, los estereotipos replican, en general, aquellos reportados por Saiz (1991) y surgen, ademas, dos nuevos estereotipos desfavorables sugeridos en la literatura. La preservacion de los estereotipos es discutida mediante el enfoque de subtipos y subgrupos (Richards & Hewstone, 2001), en tanto que el surgimiento de nuevos estereotipos es analizado desde la teoria del confl icto realista (Campbell, 1965).

Validation of an assessment centre process for the selection of school leaders in Chile

ABSTRACT This study seeks to develop and validate an Assessment Centre (AC) tool for the evaluation and selection of school leaders, focusing on the identification of competencies that influence teaching and learning outcomes. International research supports the creation of Assessment Centres to select candidates for these roles, due to their superior predictive capacity over traditional methods. In this research, a model composed of four face-to-face instruments (an interview to assess competencies, a human resources exercise, a class observation exercise, and a strategic analysis exercise) was designed and validated which simulated the key tasks of a school principal. To establish the desired performance outcomes, three competencies and 15 indicators were selected, based on international and local standards. The analysis of performance results was obtained from a sample of 164 participants made up of teachers, school leaders and principals. The results suggest positive evidence for construct validity, concurrent criteria validity, and reliability between evaluators. Moreover, the data obtained from a sub-sample of principals, with three or more years of experience in their role, allowed for the association of their AC scores with the results of their school organisations, as measured by the National System for the Measurement of Educational Quality in the years 2013 and 2016.