Effects of Stereotype Threats on Women - Essay Example

Effects of Stereotype Threats on Women affiliation Stereotyping is the United s is a growing trend as morepeople are subjected to the vice because of their social affiliations or gender. The trend has grown significantly to the extent that institutions have put in place mechanisms aimed at ending the vice. Gender and race are the most significant factors that lead to abuse. The form of abuse may be verbal, physical or emotional. The abuse develops to a stereotype threat when it causes anxiety to a person being the target of the abuse. The development of stereotype threat has led to an increase in its study even in academic institutions. The studies are aimed at minimizing the effects of the vice on victims. In addition, understand ways in which they affect the performance of the victims in the social setting or organization settings. Moreover, the studies develop in ways which the vice can be tackled in organizations. Effects of Stereotype Threats on Women In women, stereotyping has been in existence for a long time as they have been viewed as menial for centuries. In an argument by Nguyen & Ryan (2008) women for a long time have been subjected to abuse which easily transform to stereotype threat. The authors describe stereotype threat in women as a vice that diminishes their role and presence in an organization setting (Nguyen & Ryan, 2008). In addition, women have also experiences stereotyping in the social setting as they are denied access to numerous social opportunities. Apart from the fact that stereotypes are impactful to the victims, the effects are more significant. Hehman & Bugental (2013) asserts that the performance of men in the social and organization setting has always overshadowed the performance of women. This can be justified by claiming that men are exposed to fewer challenges both in the organization and social settings. For this reason, their moral and self-esteem is never dented thus increasing their performance. On the other hand, women are treated differently. They are exposed to numerous cases of stereotype threats. Their esteem and motivation to work is occasionally dented which makes their performance less significant. This paper will analyze the effects of stereotype threat on women in both academic and occupational fields. Moreover, the paper will define forms of stereotype threats in both fields. In addition, the text will review the actions and mechanism that may be put in place to minimize the effects of stereotype threats or improve the performance of women in the fields of academic and occupation. Schmader & Johns (2003) point out that the working memory capacity differs in men from women. Men have a better working memory capacity when compared to women. This is proven both in the occupation field as well as in academics. An exceptional working memory results into success in the performance of an individual. In regards to performance, men across the United States record better performance than women. In organizations, men tend to get better positions than women. Moreover, promotional opportunities are granted to more men than women. The same is observed in academic performances. Male students perform better than female students. The method used included an analysis of examination performance of men and women. They were provided with exams of similar content. In addition, both the men and women worked in the same practice or studied in the same institution. This was to increase competitiveness. An average performance of men surpassed that of women by a significant margin. In an analysis of this trend, Schmader & Johns point out that women are often stereotyped in academic and occupational institutional. The difficulties result in emotional and spiritual lack of motivation. Women realize that they are usually discriminated or perceived with less regard. For this reason, they acquire a less motivated working spirit. In regards to the working memory capacity, it is determined by the ability to develop a self-motivated working spirit based on their environmental interactions. Moreover, it is developed through experience. Women have a difficult time when developing their career since they have the perception that their role in their organization is diminished. The same could be said in academic institutions. Female students tend to embrace the native effects of stereotyping even before the effects are felt (Schmader & Johns, 2003). This negatively affects their academic performance since they hinder their working memory capacity. From this argument, Nguyen& Ryan (2008) stereotype threats are also an internal creation by a person expecting the results of the vice. This affects their performance significantly. Women are occasionally stereotyped which increases their chances of facing the effects. For this reason, they tend to develop an internal expectation system. However, this affects them negatively. They tend to accept their position as stereotypes. This makes them more exposed to the effects of being stereotyped. Nguyen & Ryan (2008) is of the assumption that this affects their performance even before they are presented with the task. The authors further point out that the effects become more significant when faced with the effects of the real stereotype threats (Nguyen & Ryan, 2008). The authors support their method through conducting an internal survey of an organization on their perception of women. The method used sampling of women in practices with a greater percentage of women. The method analyzed the motivation to work and willingness to work. The method displayed that women perform poorly if they are in organizations that they feel stereotyped. Apart from the memory one develops, stereotypes in women affect their working morale. Working morale refers to their ability of women to establish themselves as significant players in their field of expertise. It is influenced by the possibility of a person to gain support and experience from their workmates and colleges. Support from work mates is usually denied when stereotyped. Women are rarely supported at any endeavor by men. The trend limits their success opportunities. In an argument by Hehman & Bugental (2013) exemplary performance in an institution is greatly dependable on the ability of a person to be supported by their workmates. The authors further point out that, stereotyping diminishes the probability of a person to get support from their mates (Hehman & Bugental, 2013). This minimizes both the experience one obtains from their work stations as well as acquires a working morale. In academic performances, the situation is similar. It is an obvious assumption that students require the participation of other scholars to succeed in education. The participation may include group works or support from social circles. Minus this experience, a student may be subjected failure as a resulted of lack of morale. This is similar to the environment female students are mostly exposed to. The composition of the classroom setting tends to diminish their role as scholars. This provides limited chances that a female student may be provided with in order to succeed. In a method to support this argument, Hehman & Bugental (2013) compared the performance of girls while in groups and their individual performance. Girls in groups had a better working morale and they recorded better results. In addition, groups that contained girls only recorded better results than any other group. In conclusion, girls in academic institutions recorded better results if placed in a stereotype free environment. Von Hippel, Kalokerinos & Henry (2013) provide an analysis on stereotypes on older employees that may explain the effects of stereotypes on women. The authors connect a poor mental health on work and poor working attitudes on stereotypes (Von Hippel, Kalokerinos & Henry, 2013). Older employees in an organization are usually viewed as ones that are not capable of taking part in any organization process effectively. This minimizes the level at which they would be inclined to take part in the organization’s processes. Moreover, the organization also seeks to terminate the services of these employees considering their age and their relevance in the company. This eliminates any possibility of the elderly employee to fell motivated when working in their organization (Von Hippel, Kalokerinos & Henry, 2013).To justify the analysis the authors used a sample of older adults and their working mentality. The comparison was made to young employees. The method included the perception of older adults in an organization, their working prowess and the reward system used (Von Hippel, Kalokerinos & Henry, 2013). The same working attitude and mentality may explain the level of performance of women compared to that of men in an organization setting. Women are exposed to the similar type of stereotype but under a different social affiliation. From the paper, it is an obvious assumption that the level of the performance difference between men and women in work stations and academic institutions may be explained by understanding the effects of stereotype threats. Moreover, women are diminished for their sexuality which creates in them a poor working mentality and morale. In general, one may point out the exemplary performance by men is not voluntary. Exposed to less stereotypic approaches, women may match the success displayed by men. References Hehman, J. A. &Bugental, D. (2013). “Life Stage-Specific” Variations in Performance in Response to Age Stereotypes. Developmental Psychology, 49(7): 1396-1406. doi:10.1037/a0029559. Nguyen, H. D. & Ryan, A. (2008). Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence. Journal of Applied Psychology, 93(6): 1314-1334.doi:10.1037/a0012702. Schmader, T. & Johns, M. (2003). Converging Evidence That Stereotype Threat Reduces Working Memory Capacity. Journal Of Personality And Social Psychology, 85(3): 440-452. doi:10.1037/0022-3514.85.3.440. VonHippel, C., Kalokerinos, E. K. & Henry, J. D. (2013). Stereotype threat among older employees: Relationship with job attitudes and turnover intentions. Psychology And Aging, 28(1): 17-27. doi:10.1037/a0029825.    Read More