1、 1 Implicit and Explicit Occupation-sex stereotypes Abstract This study was designed to compare implicit and explicit occupation-sex stereotypes for three occupations (engineer, accountant, and elementary school teacher). These occupations represented the end points and middle of a masculine-feminin
2、e continuum of explicit occupation-sex stereotypes. Implicit stereotypes were assessed using the Implicit Association Test (IAT), which is believed to minimize self-presentational biases common with explicit measures of occupation-sex stereotypes. IAT results for the most gender stereotyped occupati
3、ons, engineer (masculine) and elementary school teacher (feminine), were comparable to explicit ratings. There was less agreement with less stereotyped comparisons. Results indicated that accounting was implicitly perceived as more masculine than explicit measures indicate, which calls into question
4、 reports of diminishing gender stereotyping for such occupations. Keywords Occupation-sex stereotypes .Implicit stereotypes .Stereotypes .Implicit Association Test Popular beliefs have long held that because of their stereotyped traits and temperaments men and women are suited for different kinds of
5、 occupations. One of the earliest empirical examinations of these occupation-sex stereotypes was conducted by Shinar (1975) who showed that college students thought that some occupations required masculine traits, while others required feminine traits. The 2 method that Shinar (1975) and others (Beg
6、gs & Doolittlo, 1993； Whito, Kruczok, Brown,&Whito, 1989) used to study occupational stereotypes is the traditional method of measuring stereotypes of all typos. Indeed, it was first used by Katz and Braly (1935) in their very early work on national stereotypes. This approach treats stereotypes as a
7、 Collection of traits o r attributes that the respondent consciously and explicitly associates with members of different groups. Most conceptual treatments of stereotypes, and all popular accounts, have emphasized these explicit processes and their contents. Persons acquire stereotypes, in part, thr
8、ough personal experience. But because stereotypes are part of the beliefs and shared assumptions that societies have about different types of people and groups, they are also part of the societys collective knowledge. In order for a society to socialize its members, these stereotypes must be explici
9、tly, even if subtlety, taught (0tangor&ghallor, 1996). Whether stereotypes are individual or cultural in origin, the emphasis on explicit beliefs is not surprising considering that the content of stereotypes has great intrinsic interest to both the person using the stereotype and the person targeted
10、 by it. Even when objectively wrong, stereotypes simplify social perception and serve as guidelines for social interaction. It is increasingly clear that implicit processes are important in stereotyping. Greenwald and Banaji (1995, p. 15) have defined implicit stereotypes as the introspectively unid
11、entified (or inaccurately identified) traces of past experience that mediate attributions of qualities to members of a social category. Implicit stereotypes and other implicit cognitive forms reflect the continuing influence of 3 past experience and learned associations. They are the remaining influ
12、ence of explicit beliefs that, although consciously abandoned or rejected, continue to influence cognition and perception. This influence is often beyond conscious control and may be invoked or primed by briefly presented stimuli (cf., Fazio, Sanbonmatsu, Powell,&Kardes, 1986). Even among those pers
13、ons who explicitly disavow bias toward out-group members, appropriate priming may trigger implicit stereotyped judgments (Banaji, Hardin,& Rothman, 1993). Stereotypes may thus exist and continue to bias perceptions at an implicit level, even if they are not present at an explicit level (Kunda&Spence
14、r, 2003). A strategy for describing implicit stereotypes and other implicit cognitions is provided by the Implicit Association Test (IAT； Greenwald, McGhee,&Schwartz, 1998). The IAT assesses implicit stereotypes by measuring their underlying automatic associations with other concepts. This is done b
15、y first establishing the speed with which responses can be made to a computer-presented target-concept and an associated attribute. Although the IAT procedure will be explained later in greater detail, consider for now a response to the target-concept nurse, which has been paired with the attribute
16、female This is a commonly stereotyped association； responses should be made rapidly. This is because the strong association between nurse and female facilitates quick retrieval and cognitive processing. The IAT procedure then reverses the visual presentation such that the target-concept, nurse is paired with the attribute male. This is not the stereotypical association and should result in slower responses despite the respondents best conscious efforts. The prior implicit association or stereotype will interfere with the
