Christabel L. Rogalin

Three Strategies for Teaching Research Methods A Case Study

The authors provide a brief case study of a three-strategy approach for teaching undergraduate research methods that (1) incorporates active learning assignments and discussion-based learning, (2) integrates a cross-discipline and cross-method faculty guest discussion facilitators series, and (3) focuses on the challenges and rewards of conducting research. The authors propose that opportunities for faculty teaching and research collaborations may result from the implementation of these strategies in the context of dwindling institutional resources and increasing professional demands. Finally, the authors consider how involving students in active learning projects focusing on research, and encouraging more open and honest dialogue about the challenges, struggles, and failures faculty members experience when conducting their own research, generates a reciprocal learning environment that is enriching for both students and faculty members.

Power, status, and leadership in diverse organizations: from basic research to program development

Fundamental theories of power and status have developed sufficiently to apply in educational and organizational contexts. The path from basic theory to program development is neither simple nor direct. We trace the application of theoretical principles taken from network exchange theories of power as well as status characteristics and expectation states theories through the interdisciplinary field of leadership studies to applications that interrelate basic research, applied research, undergraduate educational programs, and organizational development. Two proposals result (1) a leadership training program that will produce university graduates with effective leadership skills, while also bringing diverse high school students to participate in a university program and (2) basic status characteristics research to explain the glass ceiling phenomenon.

The Status Value of Age and Gender: Modeling Combined Effects of Diffuse Status Characteristics

Abstract Purpose To determine the age at which influence peaks for men and women at work, then use empirical data to develop procedures predicting complex combining effects of diffuse status characteristics. Methodology/approach A survey experiment with a nationally representative sample is used to measure the age at which the status value of men and women at work reaches a maximum. Research results are then incorporated into equations adapted from current status characteristics theory (SCT) procedures to model the combined effects of age, gender, race/ethnicity, education, income, occupation, and beauty. Findings Analyses reveal that the status value of men and women reaches a maximum in middle age, and that women reach a maximum status value at work at an earlier age than men. Research limitations/implications This approach maintains core assumptions of SCT and uses ongoing research results to calibrate a model predicting complex combining effects of diffuse status characteristics. Limitations include the need to develop additional empirical constants to make predictions in new research settings. Practical implications Predictions from the model can be used in hiring situations to adjust for interviewers’ nonconscious expectations related to status characteristics of job applicants. Social implications The disadvantage for women at work that increases through mid-career helps to explain the continuing underrepresentation of women in senior leadership positions. Awareness of the impact of socially valued characteristics like age and gender can help individuals respond more effectively to challenging social situations. Originality/value Extend the current SCT model to make predictions in contexts where people are being evaluated such as elections, hiring, and promotions.

Status Processes and Gender Differences in Self-Handicapping

Two studies investigate gender and status effects on self-handicapping: selecting actions that can impair future performances, perhaps to protect self-image. Gender socialization and status processes suggest two potential explanations for the consistent finding that men self-handicap more than women. If status differences contribute to the tendency to self-handicap, then holding gender constant, those with high status on other characteristics would self-handicap more than those with low status. In Study 1, men assigned to high-status positions selected less study time (and thus self-handicapped more) than did men assigned to low-status positions. Women assigned high status, however, self-handicapped no more than did women assigned low status. Because study time as a measure of self-handicapping may be confounded with confidence or motivation, a second study assigned status and measured self-handicapping by the selection of performance-enhancing or -detracting music. Study 2 also found that high status increased self-handicapping among men but not among women. Both gender socialization and status processes may play roles in self-handicapping.

Women's Predominance Incollege Enrollments: Labor Market and Gender Identity Explanations

Beginning in 1982, the majority of college students have been women and that majority has increased since. Explanations for the predominance of women in college enrollments and completion include a variety of labor-market factors that might now advantage men less than in the past. Avariety of labor-market analyses show that, while some recent developments may have reduced incentives for men to enroll in college, labor-market explanations alone cannot account for the predominance of women in college. Some of the reduced incentives for male college enrollment point to gender identities typical of young men and women as an important explanation for the predominance of women in college. Preliminary evidence for the gender identity explanation is offered. More controlled studies capable of testing and exploring the implications of the gender identity explanation are proposed.