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ERIC Number: EJ843190
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-2928
The Effects of Solo Status on Women's and Men's Success: The Moderating Role of the Performance Context
Viallon, Marie-Laure; Martinot, Delphine
European Journal of Psychology of Education, v24 n2 p191-205 2009
A considerable body of research has shown that being the only representative of one's gender group (solo status) when performing an activity affects women more than men. The aim of our two experiments was to show that the performance context can moderate the effects of numerical status (majority vs. solo) on performance and that men can also be disadvantaged by solo status. Our proposal is that a groupwork context which makes the "leader" stereotype more salient will be more beneficial to men while an intergender comparison context in a typically feminine thematic field will tend to favor women. To test this hypothesis, the numerical status of the women and men was manipulated while they were performing a task presented as a human and social sciences test in either a groupwork or intergender comparison context. As expected, the solo women were less successful in the groupwork context than in the intergender comparison context (Experiment 1) whereas the solo men were less successful in the intergender comparison context than in the groupwork context (Experiment 2). The role of the performance context and the gender stereotypes that it foregrounds seems to be a key factor in the effects of solo status on performance. (Contains 2 tables.)
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 12; High Schools; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A