Gender Stereotypes and Assumptions about Expertise in Transactive Memory

By Andrea B. Hollingshead, Samuel N. Fraidin. 2003

137 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b32123bacda52810a30673a60b6db4e4441d7834

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Citations in the corpus

Combatting gender discrimination: A lack of fit framework (2018, background): “Thus, negative performance expectations can impact the kinds of information that evaluators recall (Hollingshead & Fraidin, 2003; Martell, 1996) and attend to (Biernat, Fuegen, & Kobrynowicz, 2010), and can influence how information is interpreted (Madera, Hebl, & Martin, 2009).”
Knowledge sharing and group cohesiveness on performance: An empirical study of technology R&D teams in Taiwan (2009, background): “Also Akgün et al. (2006) and Hollingshead and Fraidin (2003) noted that TMS facilitates sharing and disseminating knowledge across different domains.”
6 Three Perspectives on Team Learning: Outcome Improvement, Task Mastery, and Group Process (2007, background): “In one study, Hollingshead and Fraidin (2003) found that team members assessing their own expertise relative to others (in the absence of explicit information) relied on stereotypes about salient identity characteristics such as gender.”
Transactive Memory Systems (2008, background): “…TMS in intimate couples (Hollingshead, 1998a, 1998c; Johansson, Andersson, & Röennberg, 2000, 2005; Wegner, Erber, & Raymond, 1991), expert perception and learning in TMS (Hollingshead, 2000; Hollingshead & Fraidin, 2003), and TMS structures and functioning (Fraidin, 2004; Hollingshead, 2001).”
Transactive Memory Systems in Organizations: Matching Tasks, Expertise, and People (2004, background): “Group members may also be assigned areas of expertise on the basis of social stereotypes, which can be inaccurate (Hollingshead and Fraidin 2003).”
Group cognition, membership change, and performance: Investigating the benefits and detriments of collective knowledge ☆ (2007, methodology): “Previous research on TMS development suggests that expectations about the relative knowledge of members exert a strong influence on how the group ultimately goes about its task (Hollingshead, 2001; Hollingshead & Fraidin, 2003; Moreland & Myaskovsky, 2000).”
Effects of Gender Diversity on Performance and Interpersonal Behavior in Small Work Groups (2005, background): “Without group-based opportunities for such learning, inferences about expertise are likely to be made on the basis of history, occupational roles, access to information, dress, race, gender, or possessions (Berger, Cohen, & Zelditch, 1966, 1972; Hollingshead & Fraidin, 2003).”
The Impact of Knowledge Coordination on Virtual Team Performance Over Time (2007, unknown): “Consistent with this, Hollingshead and Fraidin (2003) and Thomas-Hunt and Phillips (2004) found that gender stereotypes hinder the formation of an accurate perception of the knowledge of other team members.”
Differentiating Hostile and Benevolent Sexist Attitudes Toward Positive and Negative Sexual Female Subtypes (2004, background): “Thus, sexually schematic men may be more likely to form generalizations about another person on the basis of limited sexually-salient information (Markus et al., 1985; see also Garc´ & Kushnier, 1987; Hollingshead & Fraidin, 2003 ).”
Navigating Social Roles in Pursuit of Important Goals: A Communal Goal Congruity Account of STEM Pursuits (2013, background): “For example, individuals distribute tasks differently based on whether they think they are interacting with a man or a woman, regardless of the other person’s actual sex (Hollingshead & Fraidin, 2003; Skrypnek & Snyder, 1982).”
Transactive Memory Systems 1985–2010: An Integrative Framework of Key Dimensions, Antecedents, and Consequences (2011, background): “The difference between the Hollingshead and Fraidin (2003) and the Bunderson (2003) studies can be attributed to the context: gender is more relevant in intimate relationships between couples, and experience and certifications are more relevant in work groups in organizational settings.”
Knowledge networks in new product development projects: A transactive memory perspective (2005, background): “Thus interpersonal awareness of others’ knowledge is essential.”
To Disclose or Not to Disclose? Status Distance and Self-Disclosure in Diverse Environments (2009, background): “Thus, an individual’s ability to garner status through achievement may be limited by the ascribed status characteristics (i.e., gender, race) that he or she possesses (Hollingshead & Fraidin, 2003; Johnson, 1995; Pugh & Wahrman, 1983; Ridgeway, 1982).”