Motivated Stereotyping of Women: She’s Fine if She Praised Me but Incompetent if She Criticized Me

By Lisa Sinclair, Ziva Kunda. 2000

243 citations recorded by the source corpus.

Subfields: Gender Studies, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/391e1c37a8a40c3beb0a3d146a8db1f40738b200

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Gender Studies

1. Victoria L. Brescoll
2. A. Eagly
3. Nichole M. Bauer
4. Laurie A. Rudman
5. M. V. van Engen
6. J. Phelan
7. Jaime L. Napier
8. Constantine Sedikides

In Social Psychology

1. J. Richeson
2. J. N. Shelton
3. Constantine Sedikides
4. J. Phelan
5. Laurie A. Rudman
6. Victoria L. Brescoll
7. Jacquie D. Vorauer
8. A. Eagly

In Sociology and Political Science

1. Victoria L. Brescoll
2. Nichole M. Bauer
3. A. Eagly
4. Laurie A. Rudman
5. J. Phelan
6. J. Richeson
7. Constantine Sedikides
8. M. V. van Engen

Citations in the corpus

• Student Evaluations and Gendered Expectations: What We Can't Count Can Hurt Us (2005, background): “Sinclair and Kunda (2000) reported that students who received better grades also gave their college instructors higher evaluations, whereas low grades disproportionately reduced the ratings of women instructors in comparison to men instructors.”
• The Relationship Between Campaign Negativity, Gender and Campaign Context (2014, background): “As a result, when unprompted criticisms occur, gender stereotypes exacerbate negative evaluations of women (Sinclair and Kunda 2000).”
• The use and misuse of student evaluations of teaching (2007, background): “For example, Sinclair and Kunda (2000) and Kaschak (1978) suggest student evaluations may be biased against female instructors.”
• Backlash effects for disconfirming gender stereotypes in organizations (2008, background): “Further, Sinclair and Kunda (2000) found that after receiving negative feedback from a female instructor, participants viewed her as less competent than when she administered praise, whereas male instructors were free to criticize without penalty.”
• A bed of thorns: Female leaders and the self-reinforcing cycle of illegitimacy (2016, background): “…an aggressive female leader may exacerbate her illegitimacy: Women in leadership roles are penalized more than men for being critical (Sinclair & Kunda, 2000); for expressing anger (Brescoll & Uhlmann, 2008; Lewis, 2000; but see Driskell & Salas, 2005, for contradicting findings); for being…”
• Gender biases in student evaluations of teaching (2017, background): “In particular, Sinclair and Kunda (2000) find in a field study of SET scores and an experimental framework that female professors tend to be more often perceived as incompetent than men when they give low grades to students; female professors who give more negative feedback to students receive…”
• Women “Take Care,” Men “Take Charge”: Managers' Stereotypic Perceptions of Women and Men Leaders (2009, background): “Indeed, it is well established that stereotypic attitudes need not always lead to bias and discrimination (Kunda & Spencer, 2003; Nieva & Gutek, 1980; Sinclair & Kunda, 2000).”
• Role congruity theory of prejudice toward female leaders. (2002, background): “Contexts that elicit especially unfavorable evaluations of a female (but not a male) leader include receiving a negative evaluation from her or otherwise having one’s ego threatened by her (Atwater, Carey, & Waldman, in press; Kunda & Sinclair, 1999; Sinclair & Kunda, 2000).”
• How do we rate? An evaluation of online student evaluations (2009, background): “2003 ), older instructors (Arbuckle and Williams 2003 ), less experienced instructors (Fries and McNinch 2003 ), instructors anticipated to issue lower grades (Sinclair and Kunda 2000 ), instructors whom students perceive to hold different values and politics from their own (Kemmelmeier et al .”
• Microdynamics in diverse teams: A review and integration of the diversity and stereotyping literatures (2017, background): “Stereotypes can regulate and boost self-esteem, for example by activating a negative stereotype about the social category an outgroup member belongs to when that person poses a threat to one’s self-esteem (Sinclair & Kunda, 1999; 2000).”
• Negotiating the Gender Divide (2012, unknown): “…(Rudman & Glick, 1999), taskoriented speaking styles (Carli, LaFleur, & Loeber, 1995), authoritative leadership styles (Eagly, Makhijani, & Klonsky, 1992), criticism (Sinclair & Kunda, 2000), anger displays (Brescoll & Uhlmann, 2008), or intimidation tactics (Bolino & Turnley, 2003).”