Browsing by Author "Hebl, Mikki"

Now showing 1 - 8 of 8
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    A Multinational Examination of the Impact of Power Posing in a Negotiation Setting
    (2018-04-17) Corrington, Abby; Hebl, Mikki
    Power posing, the idea that adopting expansive postures causes people to feel more powerful, has received significant attention in recent years, with some research suggesting that the positive benefits of power posing may extend to the workplace through its effect on confidence, performance, and the ability to endure stressful situations (Carney, Cuddy, & Yap, 2010). However, research examining the causal mechanisms underlying the effects of power posing is sparse, and such research may be particularly impactful given recent criticism of power posing effects (Ranehill et al., 2010; Simmons & Simonsohn, 2015). The current study employs an experimental design in a multinational negotiation setting to test whether power posing replicates across country contexts and to particularly examine whether power posing effects are driven by the expansive posture itself or by people's belief that that the posture will have an impact. Results, theoretical and practical implications, limitations, and directions for future research are discussed.
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    Fostering Belonging Through a Brief Intervention
    (2022-02-23) Ng, Linnea; Hebl, Mikki; King, Eden
    One of the most fundamental human needs and motivations is that of forming and maintaining social connections with others (see Baumeister & Leary, 1995). This need for belongingness may be even more important for individuals going through stressful transitions in their lives. The high-school to college transition is a stressor that challenges students’ sense of belonging. Additionally, there may be individuals (e.g., underrepresented minority students, international students) who are particularly vulnerable to the high-school to college transition and COVID-19 stressors. The current dissertation examines a field-study belonging intervention that focuses on increasing students’ sense of belongingness in their first year (Walton & Cohen, 2007). Students completing a belonging intervention are compared to students who do not receive this manipulation in terms of their sense of belonging across two time points during their first year. Furthermore, this dissertation extends previous research on belonging interventions by examining mechanisms of social integration and social networks. This research has theoretical implications for understanding the mechanisms underlying belonging interventions as well as practical implications for the application and efficacy of a belonging intervention.
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    Intersectional Stereotypes and Student Evaluation of Teaching: Exploring the impact of intersectional identities and grades on SETs.
    (2024-04-05) Stewart, Dillon; Hebl, Mikki
    In academia, student evaluations of teaching (SETs) often play a significant role in determining faculty members' career trajectory (i.e., hiring, tenure, and promotions). SETs have gained attention over the years, given evidence that teaching ratings can be distorted by a professor's gender or race (MacNell et al., 2015; Reid, 2010; Wagner et al., 2016). Prior evidence indicated that women tend to be evaluated less favorably than men in SETs, especially when students perceive they are doing poorly (i.e., anticipate bad grades; Boring et al., 2016; Sinclair & Kunda, 2000; Hoorens et al., 2021). Additionally, Non-White faculty have tended to be evaluated more negatively on average than White faculty (Bavishi et al., 2010; Reid, 2010); however, little research speaks to the role that race and gender play on professors’ effectiveness ratings (on SETs) when students expect that they are performing poorly. Building upon Sinclair and Kunda’s (1999, 2000) research, we conduct a study using SETs over 12 years to examine how the interaction of race, gender, and expected grade influence SETs. Contrary to previous evidence, our data revealed that White women seem to be receiving the best SETs, and Asian and Black men are receiving the worst. The grade students expect to receive further emphasizes this trend. Overall, this research reaffirms the disparities in SETs while also considering new trends influencing SETs.
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    Male Allies: Men Convince other Men that Gender Equity Matters
    (2017-05-26) Trump, Rachel Christina Elizabeth; Hebl, Mikki; Lane, David
    Despite decades of improvement, women still face disparities in the workplace relative to men (Lyness & Heilman, 2006). In a total of four studies, I examined how men can play an important role in getting other men to endorse gender-equitable attitudes and behaviors. In Study 1, men and women read articles related to gender that have either male or female authors. The results of this study show that male respondents react more positively when the article is written by a man; however female respondents reacted similarly to both male and female authors. In Study 2, male and female sellers sold cookies for and asked for donations to support a women’s resource center, and asked customers to fill out a survey of their attitudes towards gender equity. The results of this study revealed that male customers bought more cookies and donated more money to male sellers. In Study 3, men read articles authored by men or women, and that used one of five different persuasion strategies. Results revealed that men endorsed more support for gender equity when the author was male. Also, the strategy of “highlighting male role models who support women” was the most successful strategy for persuading both men and women. In Study 4, male and female sellers sold restaurant cards to support a women’s organization using either no strategy, or highlighting male role models. Although there were no gender differences in the amount who purchased restaurant cards (less than 3% of those asked actually purchased cards), male (versus female) sellers indicted more positive feedback from potential male customers. As a whole, this research suggests that men may be more effective at getting other men to embrace gender equitable beliefs than women.
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    Perceptions of Team Contributions for Men and Women
    (2020-05-04) Corrington, Abby; Hebl, Mikki
    More than ever before, organizations are relying on teams to complete complex and creative work. Given this trend, along with the fact that women make up half of the U.S. labor force, understanding the interplay between teamwork and gender is critical. Though some research has explored this topic, it has centered primarily on gender stereotypes, the impact of gender composition on team-level outcomes, and general gender differences in interaction styles. Guided by the literature on teams and gender stereotypes, the current research extends beyond these topics to examine how men’s and women’s contributions are perceived in teams, and further, how different perceptions of the contributions of male and female team members may influence workplace-related outcomes. Using an experimental design, Study 1 shows that female team members who enact more agentic than communal behaviors are perceived as contributing significantly less than their male counterparts who enact the same behaviors. On the other end of the spectrum, female team members who enact more communal than agentic behaviors are also perceived as contributing significantly less than their male counterparts. Female team members are only perceived as contributing equally to male team members when they enact moderate amounts of both agentic and communal behaviors. Using another experimental design, Study 2 explores the effects of gender and behavior on other career-related outcomes for male and female team members that may emerge as a function of being perceived to be essential group contributors. Results show that women—and those who behave in highly agentic or highly communal ways—receive more positive perceptions of contributions, effectiveness, leadership, relative rankings, and performance, as well as more favorable career opportunity and compensation recommendations. Taken together, the two studies suggest that men’s and women’s contributions in team settings are not perceived equally, and that the factors at play may be more nuanced than previously thought.
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    Post-traumatic stress disorder and hiring: The role of social media disclosures on stigma and hiring assessments of veterans
    (Wiley, 2023) Pu, Wenxi; Roth, Philip L.; Thatcher, Jason B.; Nittrouer, Christine L.; Hebl, Mikki
    A significant percentage of veterans suffer from post-traumatic stress disorder (PTSD). Veterans are often directed to social media platforms to seek support during their transition to civilian life. However, social media platforms are increasingly used to aid in hiring decisions, and these platforms may make veterans’ PTSD more discoverable during the hiring process. Based on social identity theory and identity management theory, the integrated suspicion model, and the stigma literature, we conducted four studies that examine veterans’ PTSD disclosures on social media and the consequences in the hiring process. Study 1 suggests that 16%–34% of veterans included cues related to PTSD status on social media. Study 2, based on 290 upper-level business students, shows that veterans with PTSD were more stigmatized than veterans without PTSD, and stigmatization is associated with more suspicion and lower hiring-related ratings (of expected task performance, expected organizational citizenship behaviors (OCB), expected counterproductive work behaviors (CWB), and intention to interview). Study 3, based on 431 working professionals with hiring experience, further supports relationships from Study 2. Study 4, based on 298 working professionals, identifies peril (i.e., perceptions regarding danger) as an additional mediator for the effects of PTSD on hiring-related ratings. In sum, we identify and explore the identity management conundrum that social media disclosure poses for veterans with PTSD in the hiring process and discuss potential remedies and avenues for future research.
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    Reflections on Juneteenth: Session Four
    (Rice University, 2020-06-19) King, Danielle; Hayes, Matthew; Hebl, Mikki
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    Social inattentional blindness to idea stealing in meetings
    (Springer Nature, 2024) Masters-Waage, Theodore C.; Kinias, Zoe; Argueta-Rivera, Jazmin; Stewart, Dillon; Ivany, Rachel; King, Eden; Hebl, Mikki
    Using a virtual reality social experiment, participants (N = 154) experienced being at the table during a decision-making meeting and identified the best solutions generated. During the meeting, one meeting participant repeated another participant’s idea, presenting it as his own. Although this idea stealing was clearly visible and audible, only 30% of participants correctly identified who shared the idea first. Subsequent analyses suggest that the social environment affected this novel form of inattentional blindness. Although there was no experimental effect of team diversity on noticing, there was correlational evidence of an indirect effect of perceived team status on noticing via attentional engagement. In sum, this paper extends the inattentional blindness phenomenon to a realistic professional interaction and demonstrates how features of the social environment can reduce social inattention.