The Estrangement of Social Constructionism and Experimental Social Psychology: History of the Rift and Prospects for Reconciliation
By John T. Jost, Arie W. Kruglanski. 2002
144 citations recorded by the source corpus.
Subfields: Social Psychology, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/7443f8302fbb12c824176a1372266ed857973dc9
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Social Psychology
- Carol S. Dweck
- Daniel C. Molden
- Wojciech Świątkowski
- Peter V. Hegarty
- Jarret T. Crawford
- K. Harber
- L. Jussim
- Benoît Dompnier
In Sociology and Political Science
- Carol S. Dweck
- Jarret T. Crawford
- Daniel C. Molden
- Peter V. Hegarty
- K. Harber
- L. Jussim
- E. Usher
- D. Yeager
Citations in the corpus
- Replicability Crisis in Social Psychology: Looking at the Past to Find New Pathways for the Future (2017, background): “As a matter of fact, the conflict between the search for psychological universals and the social constructivist approach that circumscribes human behavior to its historical and cultural context already has a long-standing tradition in our field (see Jost & Kruglanski, 2002).”
- Finding "meaning" in psychology: a lay theories approach to self-regulation, social perception, and social development. (2006, background): “…theories and meaning systems could answer recent calls to integrate social–cognitive approaches with social-constructivist approaches to self and social phenomena (Jost & Kruglanski, 2002; Semin & Gergen, 1990) and ensure that, as a field, we are able to keep sight of the person behind the process.”
- Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies (2005, background): “(Jost & Kruglanski, 2002, pp. 172–173) Claims specifically regarding teacher expectations: Teachers’ expectancies influence students’ academic performance to a greater degree than stu- dents’ performance influences teachers’ expectancies.”
- Intersectionality and research in psychology. (2009, unknown): “…race and gender as structural categories and social processes rather than primarily as characteristics of individuals, a move consistent with recent methodological critiques (Helms, Jernigan, & Mascher, 2005) and social constructionist approaches within psychology (e.g., Jost & Kruglanski, 2002).”
- The Unbearable Accuracy of Stereotypes (2009, background): “…many researchers emphasizing the power of stereotypes to bias judgments (Devine, 1995; Fiske & Neuberg, 1990; Fiske & Taylor, 1991; Jones, 1986; Jost & Kruglanski, 2002) and others emphasizing the relatively modest influence of stereotypes and the relatively large role of individuating…”
- Exceptions That Prove the Rule - Using a Theory of Motivated Social Cognition to Account for Ideological Incongruities and Political Anomalies: Reply to Greenberg and Jonas (2003) (2003, unknown): “On our view of social constructionism (see Jost & Kruglanski, 2002 ), there is no contradiction in stating that the contents of belief systems are dynamic, historical, and culturally specific and that their adoption reflects (and reinforces) general psychological needs and motives.”
- Androcentric Reporting of Gender Differences in APA Journals: 1965–2004 (2006, background): “…and cognitive explanations of persistent behavior patterns are not mutually incompatible; both perspectives emphasize that people are constructive meaning-makers, and neither perspective necessarily assumes that scientific meaning making is beyond cultural influence (Jost & Kruglanski, 2002).”