How do theories become self-fulfilling? Clarifying the process of Barnesian performativity

To explore when theories become self-fulfilling in our original paper (Marti & Gond, 2018), we first had to develop a process model of how theories become self-fulfilling. We argued that this process involves three steps: (1) new theories lead to experimentation, (2) experimentation produces anomalies, and (3) anomalies convince initially unconvinced actors to shift their practices. Our critics (i.e., D’Adderio, Glaser, & Pollock, 2019; Garud & Gehman, 2019; Shadnam, 2019) raise important issues about our process model, which is why we use this response to clarify our argument about the process of Barnesian performativity. In Section 1, we lay the groundwork for our response by explaining why Barnesian performativity is relevant to organization and management theory. In Section 2, we show that our model is in line with important insights from our critics: we show why self-fulfilling theories can be part of an “ongoing journey” (Garud & Gehman, 2019: 1), how anomalies can lead to new theories (D’Adderio et al., 2019), and why our model matters for folk theories (D’Adderio et al., 2019). In Section 3, we reflect on our process model from a philosophy of science perspective by discussing the role that “reality” plays in each step of our process model. We thereby address concerns that our process model is “positivist” (Shadnam, 2019: 1), “representational” (Garud & Gehman, 2019: 3), and “essentialist” (D’Adderio et al., 2019: 3)

Stereotype Threat: A Proposed Process Model on the Impact of Stereotype Threat on Self-Efficacy and Minority Performance

Kingdon and Cassen (2010) indicated that historically there has been concern about the educational achievement of minority individuals. There is a need for research about the psychological mechanisms that play a part in the minority achievement gap. This document explored how stereotype threat impacts self-efficacy and minority academic performance and implications for cultural mistrust, imposter phenomenon, and self-fulfilling prophecies. All these factors have the propensity to place minority individuals at risk for low performance, leading to gaps in education. The population of focus for this review consisted of African Americans, Latinx individuals, and women. There has been limited research about how stereotype threat can induce cultural mistrust, imposter phenomenon, and self-fulfilling prophecies, which can impact minority academic functioning. This document proposed a process model outlining the events preceding low achievement and the factors contributing to decreased educational success in minority individuals

The Effect of Teachers’ Expectations and Perceptions on Student Achievement in Reading for Third and Fifth Grade Students

All too often, a student’s lack of success is blamed on his or her background, and/or the parent or the parent’s educational level. Many factors such as socioeconomic conditions, student behaviors, attendance, and teacher demographics can directly or indirectly affect class environment, classroom management, interaction with students, and equal treatment of students. In addition, a teacher’s perception of students plays a vital role in the teacher’s expectations, interactions, and relationships with his or her students. The purpose of the study was twofold. First, this study investigated the relationship between teachers’ expectations of equal treatment of students, class environment, interaction with students, and classroom management as related to teacher demographics (i.e., age, race or ethnicity, years of teaching experience, grade level, and educational level). The second purpose of this study was to investigate the effect of teachers’ expectations of equal treatment of students, classroom environment, interaction with students, and classroom management related to teacher demographics (i.e., age, race or ethnicity, years of teaching experience, grade level, and educational level). The independent variables are teachers’ expectations, perceptions, and teacher demographics of age, race or ethnicity, years of teaching experience, grade level, and educational level. The dependent variables were equal treatment of students, class environment, interaction with students, and classroom management. Descriptive statistics, multiple regression analyses, and nine qualitative questions at the end of the survey were used to answer the five research questions in this study. Results revealed no unique relationship existed between teachers’ expectations and perceptions of equal treatment of students, class environment, interaction with students, and classroom management and teacher demographics (i.e., age, race or ethnicity, years of teaching experience, grade level, and educational level)

Statistics, Not Experts

The legal system should rely much more than it now does on statistical evidence. It should be cautious about the judgments of experts, who make predictable cognitive errors. Like everyone else, experts have a tendency to blunder about risk, a point that has been shown to hold for doctors, whose predictions significantly err in the direction of optimism. We present new evidence that individual doctors\u27 judgments about the ordinary standard of care are incorrect and excessively optimistic. We also show how this evidence bears on legal determinations of negligence, by doctors and others

Gender Biases in (Inter) Action: The Role of Interviewers’ and Applicants’ Implicit and Explicit Stereotypes in Predicting Women’s Job Interview Outcomes

Although explicit stereotypes of women in the workplace have become increasingly positive, negative stereotypes persist at an implicit level, with women being more likely associated with incompetent-and men with competent-managerial traits. Drawing upon work on self-fulfilling prophecies and interracial interactions, we investigated whether and how implicit and explicit gender stereotypes held by both male interviewers and female applicants predicted women's interview outcomes. Thirty male interviewers conducted mock job interviews with 30 female applicants. Before the interview, we measured interviewers' and applicants' implicit and explicit gender stereotypes. The interviewers' and applicants' implicit stereotypes independently predicted external evaluations of the performance of female applicants. Whereas female applicants' higher implicit stereotypes directly predicted lower performance, male interviewers' implicit stereotypes indirectly impaired female applicants' performance through lower evaluations by the interviewer and lower self-evaluations by the applicant. Moreover, having an interviewer who was at the same time high in implicit and low in explicit stereotypes predicted the lowest performance of female applicants. Our findings highlight the importance of taking into account both implicit and explicit gender stereotypes in mixed-gender interactions and point to ways to reduce the negative effects of gender stereotypes in job interviews. Additional online materials for this article are available to PWQ subscribers on PWQ's website at http://pwq.sagepub.com/supplemental

Student Teachers\u27 Explicit and Implicit Perceptions of Attention-Defici t/H yperacti vi ty Disorder

This study examined student teachers\u27 explicit and implicit perceptions of ADHD and the relationship between perceptions of ADHD and social desirability. In addition, the relationship between a current measure of implicit perceptions of ADHD and one that was adapted for this study was also investigated. Findings indicate that student teachers view a student portrayed as exhibiting symptoms consistent with ADHD more negatively than a normal child in terms of their self-reported first impressions of the child as well as their predictions for the child\u27s future success. Participants\u27 perceptions, as measured by two implicit measures, however, were mixed, with results from one measure indicative of neutral attitudes toward ADHD, while results from another measure were suggestive of an implicit attitude bias against ADHD behaviors. Overall, social desirability did not appear to be meaningfully associated with student teachers\u27 implicit or explicit perceptions of ADHD. The key findings seem to indicate that student teachers generally exhibit more negative perceptions of stereotypical ADHD behaviors than normal behaviors. Two measures of student teachers\u27 implicit perceptions of ADHD were not significantly related

A Closer Look at Self-Fulfilling Prophecy: Athletes Experiences with Coaches who have High and Low Expectations for Them

The purpose of this study was to examine athletes’ experiences with coaches who have either high or low expectations (i.e., as perceived by the athletes) for them. The present study employs a qualitative research design. Existential phenomenology is a qualitative research method that seeks to describe lived experiences. This research design provided the self-fulfilling prophecy framework to understand athletes’ perceptions of high and low expectancy coaches’ coaching style. The interview guide was created from Fiske and Taylor (1991) rendition of the Expectancy Confirmation Model. Participants (N = 20) were asked to describe their experience with both a high and low expectancy coach they encountered at some point in their sport career. All responses were recorded and transcribed, and the data were analyzed through a series of iterations, which led to the identification of five themes that constitute athletes’ experiences with high and low expectancy coaches. The five themes derived from the athletes’ reports were the following: overall coach approach, feedback, mistakes, team culture, and life beyond sport. These five themes were consistent in both high and low expectancy coaches. Athletes perceived that high expectancy coaches ultimately provided athletes with a positive sport experience while developing them into better athletes and better people, whereas low expectancy coaches ultimately provided athletes with a negative sport experience decreasing athletes’ enjoyment, effort, and motivation. Future research should consider coaches’ perceptions of their athletes to compare to the athletes’ perceptions of their coaches

Beyond Alignment: A Coevolutionary View of the Information Systems Strategy Process

How do organizations achieve and sustain the process of continuous adaptation and change that is necessary to realize strategic information systems alignment? While research has focused on developing deterministic alignment models and on identifying the factors that contribute to alignment, there is little understanding of the process as it evolves over time. In this paper, we propose that coevolution theory offers the opportunity to explore coevolving interactions, interrelationships, and effects as both IS and business strategies evolve. An initial model of this coevolution is presented that applies the key attributes and concepts of coevolution theory to strategic IS alignment. Future directions for advancing our work are highlighted

A description of the causal attributions made to perceived teaching behavior across three elementary physical education contexts

The purpose of this study was to investigate student perception and attribution patterns of teacher behavior for high-, average-, and low expectancy groups across three instructional contexts during elementary school physical education instruction. The three instructional contexts were cooperative, individual, and competitive. Teachers used the Teacher Expectation Inventory to determine student expectancy groups. Two randomly selected high-expectancy, average-expectancy, and low-expectancy students from five second-grade and six third-grade classrooms composed the student sample for the study. Physical education classes taught within cooperative, individual, and competitive instructional contexts provided the reference for student reactions to interview questions concerning teacher behavior and attribution of causality. A structured interview was used to collect data from each expectancy group pertaining to the perception and attribution of teacher behavior across the three instructional contexts. Interviews were conducted at the end of each phase