Jessica J. Good

The Gender Role Motivation Model of Women’s Sexually Submissive Behavior and Satisfaction in Heterosexual Couples

Previous findings suggest that women are more likely than men to take on the submissive role during sexual activities (e.g., waiting for their partner to initiate and orchestrate sexual activities), often to the detriment of their sexual satisfaction. Extending previous research on gender role motivation, the authors recruited 181 heterosexual couples to examine scripted sexual behavior, motivation for such behavior, and relationship outcomes (sexual satisfaction, perceptions of closeness, and relationship satisfaction) for both women and their partners. Using the actor–partner interdependence model, path analyses revealed that women’s submissive behavior had negative links to personal sexual satisfaction and their partner’s sexual satisfaction but only when their submission was inconsistent with their sexual preferences. Moreover, the authors show there are negative downstream consequences of diminished sexual satisfaction on perceptions of closeness and overall relationship satisfaction for both partners in the relationship.

When Do We Confront? Perceptions of Costs and Benefits Predict Confronting Discrimination on Behalf of the Self and Others

Across two studies, we tested whether perceived social costs and benefits of confrontation would similarly predict confronting discrimination both when it was experienced and when it was observed as directed at others. Female undergraduate participants were asked to recall past experiences and observations of sexism, as well as their confronting behaviors. Path modeling in Study 1 (N = 148) demonstrated that women were more likely to report confronting if they believed that the confrontation would make a difference (perceived benefits), or they were less concerned about social sanctions (perceived costs), and the prediction patterns were similar for both experienced and observed sexism. Study 2 (N = 166) replicated the results of Study 1, as well as tested the moderating influence of gender identification. In situations of higher perceived social costs, women who were less strongly identified with their gender group were more responsive to the perceived benefits of the confrontation when deciding whether to confront on behalf of the self. The results of the two studies suggest that researchers should investigate methods for enhancing perceived social benefits and reducing perceived social costs when designing intervention programs aimed at increasing confrontation and decreasing the prevalence of discrimination.

Doing Gender for Different Reasons: Why Gender Conformity Positively and Negatively Predicts Self-Esteem

Past research has shown that valuing gender conformity is associated with both positive and negative consequences for self-esteem and positive affect. The current research (women,n = 226; men, n = 175) explored these conflicting findings by separating out investing in societal gender ideals from personally valuing ones gender identity (private regard) and investigating the relationship to self-esteem, through either autonomous (behaviors that are freely chosen) or pressured (behaviors engaged in due to pressure from others or situation) motivation for gender-consistent behavior (communal behavior for women and agentic behavior for men). Confirming predictions, structural equation modeling revealed that investment in gender ideals predicted pressured but not autonomous motivation whereas private regard predicted autonomous but not pressured motivation. Additionally, autonomous motivation for gender-consistent behavior was positively associated with self-esteem whereas pressured motivation was negatively associated with self-esteem. Thus, investing or valuing ones gender identity was not shown to be costly for the self directly, but to instead influence self-esteem through motivation to enact gender-conforming behavior. Although the present research demonstrates a positive link between some aspects of gender conformity and self-esteem, we discuss how gender-conforming behavior can still have negative consequences (e.g., communal behavior in the context of male-sex-typed domains).

Blood Quantum and Perceptions of Black-White Biracial Targets: The Black Ancestry Prototype Model of Affirmative Action

The present study examined the causal role of amount of Black ancestry in targets’ perceived fit with Black prototypes and perceivers’ categorization of biracial targets. Greater Black ancestry increased the likelihood that perceivers categorized biracial targets as Black and perceived targets as fitting Black prototypes (e.g., experiencing racial discrimination, possessing stereotypic traits). These results persisted, controlling for perceptions of phenotype that stem from ancestry information. Perceivers’ beliefs about how society would categorize the biracial targets predicted perceptions of discrimination, whereas perceivers’ beliefs about the targets’ self-categorization predicted trait perceptions. The results of this study support the Black ancestry prototype model of affirmative action, which reveals the downstream consequences of Black ancestry for the distribution of minority resources (e.g., affirmative action) to biracial targets.

Sources of self-categorization as minority for mixed-race individuals: Implications for affirmative action entitlement.

Multiracial individuals are in the unique position of being able to categorize themselves as members of multiple racial groups. Drawing on self-categorization theory, we suggest that similarity to the minority ingroup depends on self-perceptions of physical appearance and connectedness to the minority ingroup. Moreover, we argue that similarity to the ingroup determines self-categorization as minority, which predicts category-based entitlements such as perceived eligibility for minority resources (e.g., affirmative action). Using path analysis, we found support for this model on a convenience sample of 107 mixed-race minority-White participants. The results suggest that affective processes rather than observable characteristics such as prototypical physical appearance better predict self-categorization among mixed-race individuals.

The Language of Acceptance Spanish Proficiency and Perceived Intragroup Rejection Among Latinos

The present study examines perceived acceptance from one’s ingroup (i.e., intragroup acceptance) and collective self-esteem among Latinos as a function of Spanish proficiency. Using a correlational design, Study 1 demonstrates that Latinos’ (n = 53) Spanish-speaking inability is associated with lower private regard, membership, and less felt similarity to other Latinos, which was explained in part by greater perceptions of intragroup rejection. Moreover, Study 1 results were not moderated by overall Latino identification. Utilizing an experimental design, Study 2 demonstrates that non-Spanish-speaking Latinos (n = 40) put in a situation wherein they must disclose their inability to speak Spanish to another Latino were less likely to categorize themselves as Latinos, reported lower collective self-esteem, and reported less connectedness to other Latinos. These findings are discussed within a broader model of intragroup acceptance and identification, whereby cultural practices serve as markers of credibility that aid in felt acceptance within ethnic minority communities. Implications for acculturation are discussed.

“But, that doesn't Apply to Me”: Teaching College Students to Think about Gender

“BUT, THAT DOESN’T APPLY TO ME”: TEACHING COLLEGE STUDENTS TO THINK ABOUT GENDER When we received the recent roster for our co-taught Psychology of Gender course, we discovered that our class comprised equal numbers of male and female students. Because social representations like gender are often invisible to those with privilege (Johnson, 2006), we realized that at least half our students might not view their gender as a centrally important part of their identity and experience. Thus, we considered our split-gender class a unique opportunity to actively engage our students in gender themes by exploring the impact and function of gender in daily life. Working from the framework of feminist pedagogy—which recognizes each student’s social group memberships as a central component of the learning process (Warren & Rheingold, 1993)—we sought to create an experience-based course that would help students to clarify and explore the importance of gender in their lives. Additionally, in the aftermath of Third-Wave feminism with its predominant “postfeminist” cultural messages, many students do not feel that gender issues still “apply” to them (Freedman, 2002). In this article, we discuss three specific barriers to student engagement we encountered in the process of teaching this course: (a) a general disengagement with gender themes, (b) anti-feminist backlash, and (c) the invisibility of male privilege. In response to these obstacles, we created an experiential learning course structured around helping students to discover if (and how) gender functions in their lives. We found that this approach helped both male and female students to reconsider messages that it is unnecessary (or unpopular) to be interested in feminism and to comprehend the extent to which gender does, in fact, impact their lives.

Communicating more than diversity: The effect of institutional diversity statements on expectations and performance as a function of race and gender.

The present studies examined whether colorblind diversity messages, relative to multicultural diversity messages, serve as an identity threat that undermines performance-related outcomes for individuals at the intersections of race and gender. We exposed racial/ethnic majority and minority women and men to either a colorblind or multicultural diversity statement and then measured their expectations about overall diversity, anticipated bias, and group task performance (Study 1, N = 211), as well as their expectations about distinct race and gender diversity and their actual performance on a math test (Study 2, N = 328). Participants expected more bias (Study 1) and less race and gender diversity (Study 2) after exposure to a colorblind versus a multicultural message. However, the colorblind message was particularly damaging for women of color, prompting them to expect the least diversity overall and to perform worse (Study 1), as well as to actually perform worse on a math test (Study 2) than the multicultural message. White women demonstrated the opposite pattern, performing better on the math test in the colorblind versus the multicultural condition, whereas racial minority and majority mens performances were not affected by different messages about diversity. We discuss the importance of examining psychological processes that underscore performance-related outcomes at the junction of race and gender.

Supporting Our Junior Faculty Assessing the Concerns and Needs of Early Career Psychologists

The American Psychological Association and its divisions have developed various resources aimed at aiding early career psychologists (ECPs); yet, very little research has been conducted to assess the actual needs of this group. Specifically, research has not identified the needs and concerns of junior faculty engaged in classroom teaching. As members of the Society for the Teaching of Psychology (STP)’s ECP Council, we sought to remedy this by conducting a nationwide online survey of ECPs (N = 85), asking about the characteristics of their work and their greatest concerns as junior faculty. Results indicated that the top concerns involved finding a balance, both between work and family, and between the three major aspects of an academic position: teaching, research, and service. Participants also reported that prepping classes and fulfilling tenure requirements were major concerns. In addition, we found that participants who were members of the STP reported significantly greater use of STP resources than nonmembers. In this article, we utilize these findings to provide practical suggestions for those attempting to understand and help today’s early career faculty in meeting the many demands of an academic psychologist career.

Coping and posttraumatic growth in women with limb amputations.

While ample research has examined the psychological experiences of men with limb amputations, minimal research has examined the psychological experiences of women with limb amputations. The present study utilizes a qualitative design to examine coping and posttraumatic growth in women with limb amputations. Thirty women completed the posttraumatic growth inventory (PTGI) and provided open-ended responses about coping, social support, discrimination, support groups, and acceptance. Interpretative phenomenological analysis was used to discern emergent and superordinate themes in qualitative responses. Superordinate themes included social support (friendships/family and community), self-beliefs, resources, physical complications, spirituality, specific strategies, and acceptance. Concerns related specifically to participants’ gender identity included appearance and motherhood. Overall, women reported moderate-to-high PTGI scores. The current findings address a void in the literature by illuminating the unique perspective of women with amputations. Future research should use quantitative methodology to expand on our research findings, as well as assess interventions to assist women adjusting to limb loss.