Harvey A. Pines

No Fat Persons Need Apply Experimental Studies of the Overweight Stereotype and Hiring Preference

Two studies explored reactions to the overweight by isolating the effects of weight from other characteristics of the job applicant. The first study, which established the existence of a stereotype, shows that the overweight are viewed consistently more negatively than others on variables considered important for successful job performance. The second study experimentally investigated occupational discrimination in a simulated hiring setting. Overweight applicants were less highly recommended than average-weight persons despite objectively identical performances. The findings are discussed m the context of current research on cognitive processes.

Gender and Risk in Public Performance

The scarcity of women as contestants on the nationally televised quiz show Who Wants to Be a Millionaire provided the impetus to study gender and risk. In three simulated studies we investigated perception of risk and decision making about whether to engage in a televised public performance. Gender differences consistent with the risk assessment literature were found. Women considered going on the show to be more personally risky, were more concerned about doing poorly in public, and were less likely to risk entering their names. Results were discussed in terms of motivation to avoid negative social consequences. Implications of the findings for womens participation in public life are discussed.

Dual Outcomes of Psychology Assignments Perceived Learning and Feelings of Prideful Accomplishment

Two studies explored properties of psychology assignments from an atypical perspective: students’ own perceptions of what they learned and their emotional reactions to the assignments, specifically feelings of pride in their work. Study 1 showed that assignments vary in their likelihood of generating prideful accomplishment and identified three assignment properties related to this outcome: students’ expended effort, self-relevance to the student, and instructor recognition. Study 2 examined whether assignments that produced pride were also perceived by students as contributing to their learning. Although time and effort associated with pride was positively correlated with course academic performance, most assignments produced either enhanced perceived learning or a feeling of prideful accomplishment, but not both. Internal analysis of the data suggested that different types of assignments are necessary to achieve these dual outcomes.