Gender and ethnic differences in perceptions of equal opportunity climate and job outcomes of US Army Reserve component personnel

We examined equal opportunity climate (EOC) perceptions of reserve component personnel in the US Army (n = 949). We expected that gender and ethnic group membership would influence perceptions of the equal opportunity climate; and that gender and ethnic group membership would moderate the relationship between equal opportunity climate perceptions and ratings of job satisfaction, organizational commitment and workgroup effectiveness. Consistent with our hypothesis, we found the women and minorities perceptions regarding the equal opportunity climate were less favorable than White men. We also found that both gender and ethnicity moderated the relationship between equal opportunity climate perceptions and job outcomes of these groups. Our findings suggest that different groups are sensitive to particular aspects of EOC (e.g., harassment or discrimination) and that these sensitivities affect job-related outcomes.     

Don''''t Punish Every Mistake

In one of my assignments as a young infantry(步兵)officer,I was sent tothe 48th Infantry near Frankfurt,Germany.In those days our prize weaponwas a huge 280-mm atomic cannon. One day Captain Tom Miller assigned my platoon to guard a 280.Ialerted my men,loaded my.45 caliber(口径)pistol and jumped into my jeep.I     

Effects of student characteristics and level of teacher-student interaction on achievement and attitudes

In this study, the effects of variations in the frequency of teacher-student verbal interaction on the achievements of students differing in ability, anxiety, and extroversion were examined. At the beginning of the school year a pretest, an ability measure, and the High School Personality Questionnaire were administered to the 139 pupils in four Grade 8 science classrooms from two schools. In each classroom, five lessons were then videotaped and counts were made of the number of direct, task-relevant interactions with the teachers in which each pupil was involved. Multivariate analysis of covariance revealed significant main effects for ability but not for interaction rates. In univariate analyses, high interaction rates were found to be associated with higher residual attitude toward science.