More Like this

1. Disgraced professionals: Revelation of immorality decreases evaluations of professional competence and accomplishment

   Lee, J. ; Priniski, J. H. ; Valderrama, S. ; Holyoak, K. J. ( July 2021 , Proceedings of the 43rd Annual Meeting of the Cognitive Science Society)

   Fitch, T. ; Lamm, C. ; Leder, H. ; Teßmar-Raible, K. (Ed.)

   Competence and morality are two of the most important dimensions in social evaluation. Recent studies have suggested the primacy of morality, showing that information about immorality of an ordinary target person decreases evaluation of their competence. We examined the effect of moral taint on multiple non-moral judgments: ratings of the competence, accomplishment, and contribution of fictitious professionals who were described as highly successful in various fields. Moral taint significantly decreased participants’ non-moral social evaluations of professionals regardless of their field. Mediation analyses showed that the negative impact of immoral character on competence judgments is more strongly mediated by the decrease in participants’ psychological involvement with the target, rather than a decrease in perceived social intelligence of the target. These findings suggest that motivation to distance oneself from immoral others plays a critical role in the revision of social evaluations. 

   more » « less
2. Beyond killing one to save five: Sensitivity to ratio and probability in moral judgment

   https://doi.org/10.1016/j.jesp.2023.104499  

   Ryazanov, Arseny A. ; Wang, Shawn Tinghao ; Nelkin, Dana Kay ; McKenzie, Craig R.M. ; Rickless, Samuel C. ( September 2023 , Journal of Experimental Social Psychology)

   A great deal of current research on moral judgments centers on moral dilemmas concerning tradeoffs between one and five lives. Whether one considers killing one innocent person to save five others to be morally required or impermissible has been taken to determine whether one is appealing to consequentialist or non-consequentialist reasoning. But this focus on tradeoffs between one and five may obscure more nuanced commitments involved in moral decision-making that are revealed when the numbers and ratio of lives to be traded off are varied, and when the probabilities of each outcome occurring are less than certain. Four studies examine participants’ reactions to scenarios that diverge in these ways from the standard ones. Study 1 examines the extent to which people are sensitive to the ratio of lives saved to lives ended by a particular action. Study 2 verifies that the ratio rather than the difference between the two values is operative. Study 3 examines whether participants treat probabilistic harm to some as equivalent to certainly harming fewer, holding expected ratio constant. Study 4 explores an analogous issue regarding the sensitivity of probabilistic saving. Participants are remarkably sensitive to expected ratio for probabilistic harms while deviating from expected value for probabilistic saving. Collectively, the studies provide evidence that people’s moral judgments are consistent with the principle of threshold deontology. 

   more » « less
3. Cooperative behavior in the workplace: Empirical evidence from the agent-deed-consequences model of moral judgment

   https://doi.org/10.3389/fpsyg.2022.1064442  

   Sattler, Sebastian ; Dubljević, Veljko ; Racine, Eric ( January 2023 , Frontiers in Psychology)

   Introduction Moral judgment is of critical importance in the work context because of its implicit or explicit omnipresence in a wide range of work-place practices. The moral aspects of actual behaviors, intentions, and consequences represent areas of deep preoccupation, as exemplified in current corporate social responsibility programs, yet there remain ongoing debates on the best understanding of how such aspects of morality (behaviors, intentions, and consequences) interact. The ADC Model of moral judgment integrates the theoretical insights of three major moral theories (virtue ethics, deontology, and consequentialism) into a single model, which explains how moral judgment occurs in parallel evaluation processes of three different components: the character of a person (Agent-component); their actions (Deed-component); and the consequences brought about in the situation (Consequences-component). The model offers the possibility of overcoming difficulties encountered by single or dual-component theories. Methods We designed a 2 × 2 × 2-between-subjects design vignette experiment with a Germany-wide sample of employed respondents ( N = 1,349) to test this model. Results Results showed that the Deed-component affects willingness to cooperate in the work context, which is mediated via moral judgments. These effects also varied depending on the levels of the Agent- and Consequences-component. Discussion Thereby, the results exemplify the usefulness of the ADC Model in the work context by showing how the distinct components of morality affect moral judgment. 

   more » « less
4. Familial Guilt: A Cross-Society Comparison of Judgments of Collective Family Responsibility

   Lee, J. ; Holyoak, K. J. ( January 2022 , Proceedings of the 44th Annual Meeting of the Cognitive Science Society)

   When a group member commits wrongdoing, people sometimes assign responsibility and blame not only to the wrongdoer but also to other members of the same group. We examined such assignment of collective responsibility in the context of exploitation of one family by another. Participants were recruited from the United States and South Korea, which are known to vary in cultural norms and endorsement of collectivistic values. Participants in both countries rated the degree to which an agent (grandson) should be held responsible for his grandfather’s exploitation of a victimized family, while varying the closeness of familial connection. Participants’ responsibility judgments showed sensitivity to whether the grandson received financial benefit from the wrongdoer and to the perceived closeness between the grandson and the wrongdoer. Korean participants imposed greater responsibility on the agent than did American participants. Implications for understanding the influence of social norms on moral judgments are discussed. 

   more » « less
5. The Centrality of Black Identity for Black Students in Engineering

   Mobley, Catherine ; Brawner, Catherine E. ; Brent, Rebecca ; Orr, Marisa K. ( January 2021 , Collaborative Network for Engineering and Computing Diversity (CoNECD) Conference)

   Introduction and Theoretical Frameworks Our study draws upon several theoretical foundations to investigate and explain the educational experiences of Black students majoring in ME, CpE, and EE: intersectionality, critical race theory, and community cultural wealth theory. Intersectionality explains how gender operates together with race, not independently, to produce multiple, overlapping forms of discrimination and social inequality (Crenshaw, 1989; Collins, 2013). Critical race theory recognizes the unique experiences of marginalized groups and strives to identify the micro- and macro-institutional sources of discrimination and prejudice (Delgado & Stefancic, 2001). Community cultural wealth integrates an asset-based perspective to our analysis of engineering education to assist in the identification of factors that contribute to the success of engineering students (Yosso, 2005). These three theoretical frameworks are buttressed by our use of Racial Identity Theory, which expands understanding about the significance and meaning associated with students’ sense of group membership. Sellers and colleagues (1997) introduced the Multidimensional Model of Racial Identity (MMRI), in which they indicated that racial identity refers to the “significance and meaning that African Americans place on race in defining themselves” (p. 19). The development of this model was based on the reality that individuals vary greatly in the extent to which they attach meaning to being a member of the Black racial group. Sellers et al. (1997) posited that there are four components of racial identity: 1. Racial salience: “the extent to which one’s race is a relevant part of one’s self-concept at a particular moment or in a particular situation” (p. 24). 2. Racial centrality: “the extent to which a person normatively defines himself or herself with regard to race” (p. 25). 3. Racial regard: “a person’s affective or evaluative judgment of his or her race in terms of positive-negative valence” (p. 26). This element consists of public regard and private regard. 4. Racial ideology: “composed of the individual’s beliefs, opinions and attitudes with respect to the way he or she feels that the members of the race should act” (p. 27). The resulting 56-item inventory, the Multidimensional Inventory of Black Identity (MIBI), provides a robust measure of Black identity that can be used across multiple contexts. Research Questions Our 3-year, mixed-method study of Black students in computer (CpE), electrical (EE) and mechanical engineering (ME) aims to identify institutional policies and practices that contribute to the retention and attrition of Black students in electrical, computer, and mechanical engineering. Our four study institutions include historically Black institutions as well as predominantly white institutions, all of which are in the top 15 nationally in the number of Black engineering graduates. We are using a transformative mixed-methods design to answer the following overarching research questions: 1. Why do Black men and women choose and persist in, or leave, EE, CpE, and ME? 2. What are the academic trajectories of Black men and women in EE, CpE, and ME? 3. In what way do these pathways vary by gender or institution? 4. What institutional policies and practices promote greater retention of Black engineering students? Methods This study of Black students in CpE, EE, and ME reports initial results from in-depth interviews at one HBCU and one PWI. We asked students about a variety of topics, including their sense of belonging on campus and in the major, experiences with discrimination, the impact of race on their experiences, and experiences with microaggressions. For this paper, we draw on two methodological approaches that allowed us to move beyond a traditional, linear approach to in-depth interviews, allowing for more diverse experiences and narratives to emerge. First, we used an identity circle to gain a better understanding of the relative importance to the participants of racial identity, as compared to other identities. The identity circle is a series of three concentric circles, surrounding an “inner core” representing one’s “core self.” Participants were asked to place various identities from a provided list that included demographic, family-related, and school-related identities on the identity circle to reflect the relative importance of the different identities to participants’ current engineering education experiences. Second, participants were asked to complete an 8-item survey which measured the “centrality” of racial identity as defined by Sellers et al. (1997). Following Enders’ (2018) reflection on the MMRI and Nigrescence Theory, we chose to use the measure of racial centrality as it is generally more stable across situations and best “describes the place race holds in the hierarchy of identities an individual possesses and answers the question ‘How important is race to me in my life?’” (p. 518). Participants completed the MIBI items at the end of the interview to allow us to learn more about the participants’ identification with their racial group, to avoid biasing their responses to the Identity Circle, and to avoid potentially creating a stereotype threat at the beginning of the interview. This paper focuses on the results of the MIBI survey and the identity circles to investigate whether these measures were correlated. Recognizing that Blackness (race) is not monolithic, we were interested in knowing the extent to which the participants considered their Black identity as central to their engineering education experiences. Combined with discussion about the identity circles, this approach allowed us to learn more about how other elements of identity may shape the participants’ educational experiences and outcomes and revealed possible differences in how participants may enact various points of their identity. Findings For this paper, we focus on the results for five HBCU students and 27 PWI students who completed the MIBI and identity circle. The overall MIBI average for HBCU students was 43 (out of a possible 56) and the overall MIBI scores ranged from 36-51; the overall MIBI average for the PWI students was 40; the overall MIBI scores for the PWI students ranged from 24-51. Twenty-one students placed race in the inner circle, indicating that race was central to their identity. Five placed race on the second, middle circle; three placed race on the third, outer circle. Three students did not place race on their identity circle. For our cross-case qualitative analysis, we will choose cases across the two institutions that represent low, medium and high MIBI scores and different ranges of centrality of race to identity, as expressed in the identity circles. Our final analysis will include descriptive quotes from these in-depth interviews to further elucidate the significance of race to the participants’ identities and engineering education experiences. The results will provide context for our larger study of a total of 60 Black students in engineering at our four study institutions. Theoretically, our study represents a new application of Racial Identity Theory and will provide a unique opportunity to apply the theories of intersectionality, critical race theory, and community cultural wealth theory. Methodologically, our findings provide insights into the utility of combining our two qualitative research tools, the MIBI centrality scale and the identity circle, to better understand the influence of race on the education experiences of Black students in engineering. 

   more » « less