The Political Glass Cliff: When Ethnic, Racial and Immigration Minority Participants Choose Minority Candidates for Hard-To-Win Seats.

Atypical political candidates, such as those from ethnic, racial and immigration (ERI) minorities (vs. majority), are more likely to be chosen for hard-to-win seats than easy-to-win seats, a phenomenon known as the political glass cliff. This research aimed to uncover how the ERI status of decision makers played a role in this process.

Self-enhancement values and academic achievement: An interaction with students' parental level of education and gender?

Background: We investigated the link between the endorsement of self-enhancement values (e.g., ambition, influence, authority and social power) and school achievement (i.

A five-nation study of the impact of political leaning and perception of crisis severity on the preference for female and minority leaders during the COVID-19 pandemic.

Research on underrepresented groups in leadership has shown that women and ethnic minorities are preferred as leaders during a crisis. In the present study, we investigated factors that shape voter preferences for minority political leaders in the COVID-19 crisis. We examined participant perceptions of the severity of the COVID-19 crisis in health, social, and economic domains and self-reported political leaning, and their impact on preference for a female (vs male) or minority political leader.

Political Ideology Modifies the Effect of Glass Cliff Candidacies on Election Outcomes for Women in American State Legislative Races (2011-2016).

Research on glass cliff political candidacies shows that compared to men, women are more likely to run for office in districts where they are likely to lose. We examined if party differences in whether female candidates face these worse conditions in the United States could account for persistent and growing party and state variation in women's representation. Using election data from 2011 to 2016, we compared Republican versus Democratic candidacies at the state legislative level.

Contextualizing the think crisis-think female stereotype in explaining the glass cliff: Gendered traits, gender, and type of crisis.

The glass cliff suggests that women are more likely to access leadership positions when organizations are facing a crisis. Although this phenomenon is well established, it is still largely unknown how variations in types of crises influence the strength of the think crisis-think female association, and whether female leaders and leaders with communal gendered traits are both affected by this association. We hypothesized that selection of stereotypically feminine traits (communal leaders) is specific to a relational crisis because of a fit between leader traits and traits required by the situation.

When an academic culture based on self-enhancement values undermines female students' sense of belonging, self-efficacy, and academic choices.

Although overall women are better represented in higher education than men, women's psychological experience in various academic contexts is qualified by a decreased sense of belonging and academic self-efficacy, including in fields where they are not targeted by a negative stereotype. To clarify this phenomenon, we develop the hypothesis of a mismatch between female students' values and the values associated with success in the increasingly selective realm of higher education. We argue that, whatever the fields of study, these values are self-enhancement values (competitiveness, self-affirmation, dominance).

Boys, girls, and the school cultural environment: Teachers' judgment and students' values.

Due to gender socialization, girls are more likely to endorse self-transcendence values (e.g., helping people) compared to boys, whereas boys are more likely to endorse self-enhancement values (e.

When School and Family Convey Different Cultural Messages: The Experience of Turkish Minority Group Members in France.

The present studies aim to compare the cultural values promoted by the French educational system and the Turkish families living in France to their youngsters. Because of their collectivist background Turkish immigrants may convey less individualistic values to their children compared to French parents and teachers. However, Turkish students may become more individualistic as they are socialized in the school system.