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How to Talk about Gender Inequity in the Workplace: Using WAGES as an Experiential Learning Tool to Reduce Reactance and Promote Self-Efficacy

机译:如何谈论工作场所的性别不平等:使用工资作为一种体验式学习工具,以减少反抗并促进自我效能

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Interventions aimed at raising awareness of gender inequity in the workplace provide information about sexism, which can elicit reactance or fail to promote self-efficacy. We examined the effectiveness of experiential learning using the Workshop Activity for Gender Equity Simulation - Academic version (WAGES-Academic) to deliver gender inequity information. To assess whether the way gender inequity information is presented matters, we compared WAGES-Academic to an Information Only condition (knowledge without experiential learning) and a Group Activity control condition. We predicted that only the information presented in an experiential learning format (i. e., WAGES-Academic) would be retained because this information does not provoke reactance and instills self-efficacy. Participants (n=241; U. S. college students from a large mid-Atlantic state university) filled out a gender equity knowledge test at baseline, after the intervention, and then 7-11 days later (to assess knowledge retention). In addition, we measured feelings of reactance and self-efficacy after the intervention. Results revealed that participants in the WAGES condition retained more knowledge than the other conditions. Furthermore, the effect of WAGES vs. Information Only on knowledge was mediated by WAGES producing less reactance and greater feelings of self-efficacy. Results suggest that experiential learning is a powerful intervention to deliver knowledge about gender equity in a non-threatening, lasting way.
机译:旨在提高工作场所性别不平等意识的干预措施可提供有关性别歧视的信息,这可能引起反感或无法提高自我效能。我们使用“性别平等模拟研讨会活动”(学术版(WAGES-Academic))来提供性别不平等信息,从而检验了体验式学习的有效性。为了评估呈现性别不平等信息的方式是否重要,我们将WAGES-Academic与仅信息条件(无经验学习知识)和小组活动控制条件进行了比较。我们预测,只有以体验式学习形式(即WAGES-Academic)呈现的信息将被保留,因为该信息不会激起反抗并灌输自我效能。参与者(n = 241;来自大型中大西洋州立大学的美国大学生)在干预后,然后在7-11天后(评估知识保留)在基线时完成了性别平等知识测验。此外,我们测量了干预后的反应感和自我效能感。结果显示,与其他条件相比,参加WAGES条件的参与者保留了更多的知识。此外,WAGES与仅信息对知识的影响是由WAGES介导的,产生的反感较小,自我效能感更高。结果表明,体验式学习是一种强有力的干预措施,可以以无威胁,持久的方式传递有关性别平等的知识。

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