Beyond Representation of Women in I-O to Producing Gender-Inclusive Knowledge

Gardner, Ryan, and Snoeyink (2018) provided an excellent and much-needed analysis of the status of women in industrial and organizational (I-O) psychology. Although others have produced overall assessments of the status of women in psychology (Eagly & Riger, 2014; Kite et al., 2001), these are not sufficient to identify conditions within the subfields of psychology. As shown by statistics on the divisions of the American Psychological Association (http://www.apa.org/about/division/officers/services/profiles.aspx), the subfields differ greatly in their gender balance, with some being male dominated (e.g., experimental and cognitive science), others female dominated (e.g., developmental psychology), and still others representing women and men more equally (e.g., social and personality psychology). I-O psychology is among the more gender-balanced fields, with an increasing proportion of women over time. It would seem that I-O's gradual inclusion of more women should have changed aspects of research and discourse in this field. In this comment, we argue that these women have produced impressive changes

Consumers’ avoidance of information on red meat risks:information exposure effects on attitudes and perceived knowledge

In accordance with cognitive dissonance theory, individuals generally avoid information that is not consistent with their cognitions, to avoid psychological discomfort associated with tensions arising from contradictory beliefs. Information avoidance may thus make risk communication less successful. To address this, we presented information on red meat risks to red meat consumers. To explore information exposure effects, attitudes toward red meat and perceived knowledge of red meat risks were measured before, immediately after, and two weeks after exposure. We expected information avoidance of red meat risks to be: positively related to (1) study discontentment; and (2) positive attitudes toward red meat; and negatively related to (3) information seeking on red meat risks; and (4) systematic and heuristic processing of information. In addition, following exposure to the risk information, we expected that (5) individuals who scored high in avoidance of red meat risks information to change their attitudes and perceived risk knowledge less than individuals who scored low in avoidance. Results were in line with the first three expectations. Support for the fourth was partial insofar as this was only confirmed regarding systematic processing. The final prediction was not confirmed; individuals who scored high in avoidance decreased the positivity of their attitudes and increased their perceived knowledge in a similar fashion to those who scored low in avoidance. These changes stood over the two-week follow-up period. Results are discussed in accordance with cognitive dissonance theory, with the possible use of suppression strategies, and with the corresponding implications for risk communication practice

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research