Understanding Student Perceptions of the Characteristics of Men, Women and Managers
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of the study is to replicate and extend prior work by Virginia Schein with respect to gender stereotypes of managers. Since the 1970’s numerous studies have confirmed that students and workers hold the stereotype that successful managers have more male characteristics versus female characteristics. Recent research has suggested that these stereotypes are weakening for women but not for men. Despite the large number of studies, only one has been conducted in Canada and this was over 20 years ago (Orser, 1994). Therefore the main purpose is to assess student stereotypes of managers as they relate to gender. We will also explore moderators of these stereotypes such as: participant gender, major, income and work status/history of parents and educational attainment of parents. A second purpose of the study is to assess the impact of insufficient effort responding on the pattern of results discussed above. Researchers have become increasingly worried about this issue with on-line surveys as these are typically completed in an environment chosen by participants (i.e. at home, work, library, etc.). As a result participants may be unmotivated to respond to each question carefully, may respond to each question while engaged in other activities (e.g. multi-tasking), or may simply respond in a manner that presents them in a positive way. Therefore, the research questions are: do Canadian students hold similar gender stereotypes for managers as in other countries? To what extent does work, participant gender, income and work status/history of parents, major (primarily Psychology and Business), and educational attainment of parents moderate these stereotypes? Finally, we are also interested in the rate of insufficient effort responding and how it affects the psychometric characteristics of the stereotype measure and the relationships in the prior research questions.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.005 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.004 | 0.002 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it