Mistreatment Of Others Research Articles

Seeing Is Believing

Abstract: We investigate how visual cues in universities discourage women from pursuing STEM. We extend research on ambient sexism (i.e., witnessing sexist mistreatment of others) to include environmental cues that women do not belong. Men were pictured in STEM buildings (Pilot Study 1) and described in university-sponsored STEM news articles (Pilot Study 2) twice as often as women. In an experiment, undergraduate women who read about male scientists reported less positive STEM attitudes relative to men who read about male scientists and women who read about female scientists. Women who read about and saw images of female scientists reported more positive STEM attitudes than women who simply read about female scientists. Depicting predominantly male scientists in universities negatively impacts female students.

The black sheep in hospitality organizations: how and when coworker service sabotage hinders employee service creativity

PurposeThe purpose of this paper is to propose a research model in which coworker service sabotage influences hospitality employees’ service creativity via work engagement. It also aims to test the moderating effect of sensitivity to the interpersonal mistreatment of others (SIMO).Design/methodology/approachA time-lagged questionnaire study was performed in hotels in China. The hypotheses were tested via hierarchical multiple regression.FindingsCoworker service sabotage is indirectly associated with hospitality employees’ service creativity via work engagement. The trait of SIMO buffers the harmful effect of coworker service sabotage.Research limitations/implicationsAlthough our research design helps mitigate common method bias, it could still exist. Other coworker behaviors that might influence employees were not included in this research. The findings may also be biased due to the restricted sample from China.Practical implicationsHospitality organizations should take measures to curb service sabotage. Organizations could also provide supportive resources to suppress the negative impacts of coworker service sabotage. Moreover, organizations should motivate those low in SIMO to care more about customers.Originality/valueThe research takes the lead in investigating the outcomes of service sabotage from a third-party perspective. Work engagement is identified as the mechanism for transmitting the impact of coworker service sabotage to employees. Moreover, a new moderator that attenuates the negative effects of coworker service sabotage is found.

Kegiatan ekstrakurikuler rohis sebagai sarana pendidikan karakter

This study aims to determine the role of spiritual extracurricular activities in character education facilities. Currently, it is quite common for crimes committed by students, for example, brawls between students that cause death tolls, robbery and mistreatment of others and even teachers. Techniques for Data Analysis The research was carried out using deductive qualitative. The research was conducted using the literature study method. The results of the study indicate that to overcome delinquency in these students, it is necessary to activate the implementation of character education. One of them is through extracurricular activities Rohis, whose material is in line with 18 character values in character education.

The 1960s, Always

The 1960s, Always

Not Doing Nothing: Third Parties’ Cognitive Reactions to Mistreatment of Others

We provide a new perspective on third party non-intervention by focusing on the cognitive reactions of non-intervening third parties to the mistreatment of others. We propose that the cognitive mechanisms employed by third parties to resolve internal conflict stemming from inaction have lasting effects that contribute to the perpetuation and intensification of mistreatment. We then consider the influence of social identity configuration on third party experiences, illustrating how third party justification may reinforce informal social identity hierarchies within organizations. This theory considers third party non-intervention from a new perspective, shedding light on the social mechanisms that contribute toward widespread mistreatment of marginalized groups, and providing new avenues for future research.

Mechanisms of Moral Disengagement and Prisoner Abuse

AbstractBandura's research and theory on the mechanisms of moral disengagement demonstrate the various ways that persons distance themselves from their mistreatment of others to avoid or circumvent ethical constraints that should and otherwise would govern their behavior. This article examines the serious problem of prisoner abuse through the lens of moral disengagement theory to understand in part why such abuse occurs and persists. This application of moral disengagement theory underscores the importance of addressing these social psychological dynamics in any program of prison reform and the need for further research in a setting that traditionally has resisted in‐depth empirical examination.

Leadership and approaches to the management of workplace bullying

ABSTRACTLeadership behaviour has been identified as an important antecedent of workplace bullying since managers may prevent, permit, or engage in the mistreatment of others. However, the issue of how managers respond when bullying occurs has received limited attention. With this in mind, the aim of this study was to explore how managers behave when bullying occurs in their work group and to elucidate the contextual issues that underlie this behaviour. This was achieved through analysis of in-depth interviews with individuals involved in cases of bullying. The findings revealed a typology of four types of management behaviour in cases of bullying, each underpinned by contextual factors at the individual, group, and organizational levels. The study shows that the role of leadership in workplace bullying is more complex than previously thought and suggests several ways in which managers and organizations could deal with bullying behaviour.

The Mistreatment of Others: Discrimination Can Undermine University Identification, Student Health, and Engagement

Past research documents the extent that discrimination experiences and observations can undermine people’s health and performance. In addition to discrimination’s direct consequence for targets, discrimination implicates the morality of the larger community where it occurs. Perceptions of community morality could predict community identification that, in turn, could predict health and performance. To test this serial mediation hypothesis, 615 second- and third-year university undergraduates reported the frequency of discrimination observations and experiences. Students’ perceptions of the university community’s morality mediated the relationship between discrimination and the extent that they identified with the university. In turn, university identification mediated the relationship between university morality and students’ academic engagement and mental health. However, only university morality reliably mediated the relationship between discrimination and physical health. Discrimination can affect the health and engagement of all community members, even observers who are not part of the targeted group.

Mistreatment of Others Affects Observer Justice and Satisfaction: Observer Values are Key

Based on the scope of justice theory, we examine whether and how observers' personal value for diversity moderates their reaction to discrimination against others in the workplace depending on target characteristics (e.g., sex and race). Specifically, we hypothesize that individuals with high personal value for diversity will perceive lower procedural justice toward others and report lower personal job satisfaction when a minority (i.e., female or racial minority) versus majority (i.e., Caucasian male) is mistreated. Findings from an experimental study of 352 university students partly support our predictions. Discrimination against a Caucasian female led to significantly lower procedural justice perceptions and job satisfaction in comparison with mistreatment toward a Caucasian male, only when the observer had high personal value for diversity. These results provide support for the scope of justice theory and extend the vicarious justice literature by identifying personal value for diversity as an important moderator which affects observer perceptions and attitudes.

A nice attempt

Throughout history, one focus of society has been expanding and educating its less fortunate or less advanced. This has not change in the twenty-first century. It seems to be a topic in every political election: what are you going to do to help the poor? What are you going to do to help the poor in other countries? The mistreatment of others is all over the media. It fills the home and the head. The squalor of poorer countries is featured on the nightly news. People typically say, send food. Send medicine. One man had a different idea. Send education in the form of inexpensive laptops.

Evil Is More Than Banal: Situationism and the Concept of Evil

Social psychology as a discipline has given relatively little attention to the problem of evil in society, and those discussions in this field that do exist typically regard evil actions as only varieties of aggression without any characteristics that distinguish them from other forms of intentional mistreatment of others. Because of the field's situationistic perspective emphasizing the individual's susceptibility to the power of the immediate situation, social psychoiogists generally view the fairly high levels of obedience to authority displayed in Milgram's (1963, 1974) classic experiment as the paradigmatic example of evil behavior. For them, much evil is, in Arendt's (1963) well-known phrase, only "banal," and Milgram's findings are often viewed as illustrating the "central dynamic" involved in the slaughter of millions of Jews and other "undesirables" in the Holocaust. This article holds that Milgram's (1974) obedience research does not represent significant features of the Holocaust, especially the sadism that occurred not infrequently, and disregards the vital difference between those who initiated the murderous policy and the others who followed their orders. Building on Darley's (1992) earlier conjectures about the features that ordinary people might consider in judging whether any given action is evil, I suggest that many persons have a prototypic conception of evil and speculate about the dimensions that could be involved in this prototype.

On the culture of student abuse in medical school.

The abuse of students is ingrained in medical education, and has shown little amelioration despite numerous publications and righteous declarations by the academic community over the past decade. The culture of abuse conflicts with the renewed commitments of medical educators and practice professionals to imbue students with a higher degree of professionalism and cultural sensitivity. The authors describe the profiles of student abuse, drawn from recent national surveys of medical students using the AAMC Medical School Graduation Questionnaire, and focus on the most common forms of reported mistreatment--public belittlement and humiliation--that appear to be misguided efforts to reinforce learning. Along with others, the authors believe that the use of aversive methods to make students learn and behave is likely to foster insensitive and punitive behaviors that are passed down from teacher to learner, a "transgenerational legacy" that leads to future mistreatment of others by those who themselves have been mistreated. The undesirable result is compounded when these behaviors are adopted and directed toward patients and colleagues. The authors advocate more concerted action to curtail the abuse of medical students, citing current and proposed accreditation standards that will be employed more stringently by the LCME, and propose a series of more assertive actions that schools should take. The authors stress that the attitudes, behaviors, and values that students acquire in medical school are as much the products of their socialization as the outcomes of curricular design and pedagogy, and implore medical educators to tidy up the environment for learning.