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[III IIIIIIIIIHIII III III III I .II. III ill! IIIIIII. gm II. IIIIIIIIIIIIIII. I. III IIIIIIIIIIIII IIII IIIIIIIII . 1 III... a 3100'. flu?" Iii ‘1' I. iguana? v I .a I II. a! 12% II I III I III III “III. III-III III IHWIIJIhWUIIIflNvI . ..Ow (1| ‘5‘. . . It .0. I‘ a 7&13‘971 Jr‘s-21mm 3238!: 33233413713: AIL-2' ?.m.fm\ q unwilliywu!gimmwgunglflwum i» 3 ' This is to certify that the thesis entitled The Impact of Job Candidate Sex and Physical Attractiveness on Recruiter's Evaluations presented by Rayuiond A. 'Noe, has been accepted towards fulfillment of the requirements for Psychology Master's d . egree 1n Date 5/7/11 0-7639 MS U is an Affirmative Action/Equal Opportunity Institution MSU LIBRARIES Ill-ISIIIL MSU LIBRARIES RETURNING MATERIALS: Place in book drop to remove this checkout from your record. FINES will be charged if book is 'eturned after the date RETURNING MATERIALS: Place in book drop to remove this checkout from your record. be charged if book is FINES will returned after the date stamped below. W - _,, , WW‘ 1172 A “£292?” 3 . w W989? (337!“ « V' ' ~ 4 we...” l87~§ .. § 9% 378 0137 #55959. 000 HQL‘ Mama THE IMPACT OF JOB CANDIDATE SEX AND PHYSICAL ATTRACTIVENESS ON RECRUITER'S EVALUATIONS By Raymond Andrew Noe A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Psychology 1982 ABSTRACT THE IMPACT OF JOB CANDIDATE SEX AND PHYSICAL ATTRACTIVENESS 0N RECRUITER'S EVALUATIONS By Raymond Andrew Noe Previous research concerning the effects of job candidate sex and physical attractiveness on recruiters' evaluations are reviewed. The present study was designed to explore the effects of candidate sex, candidate physical attractiveness, and job type on recruiters' recommendations for candidates to continue in the selec- tion process. The specific attributions made by the recruiters to their "choice" candidate for both the traditionally male (industrial engineer) and traditionally female (nurse) jobs was examined. Also, an attempt was made to link the recruiters "ideal" applicant stereo- type to the recommendations given. Analysis of variance and multi- variate analysis of variance were used to analyze the data. Results indicated that individuals seeking out-of—role jobs received lower recommendations than their in-role counter parts, recruiters preferred males for the traditionally male job on the basis of perceived leadership capabilities, and candidates received differential evaluations depending on their sex and physical attractiveness. ACKNOWLEDGMENTS I would like to thank the many people who made this thesis possible. First, special recognition should be given to Dr. Mary Zalesny, my chairperson, who has provided me with the best possible environment in which to learn. Mary's constructive criticism, timely humor, and unselfish sharing of her time and professional expertise have shaped both this project and my professional development. Also, I would like to thank Dr. Neal Schmitt who shared with me some of his "landmark" knowledge regarding the employment interview, and helped with the data analysis one cold winter morning. Dr. Ken Nexley inspired my work through his energy, enthusiasm, and helpful feedback given during all phases of this project. I would also like to thank Dr. Patrick Scheetz, of the MSU Placement Center, who graciously allowed me to "recruit" the recruiters who participated in this study. The early morning and late evening efforts of Mark Schaeff and the other undergraduate students who assisted me with the data collection are much appreciated. Finally, I would like to thank my parents, who through their many sacrifices, love, and guidance have given me the opportunity to attend graduate school. ii TABLE OF CONTENTS List of Tables. . . . . . . . . INTRODUCTION . . . . . . . . . A Framework for Occupational Sex Discrimination. Formation of Stereotypes . . . Formation of Sex- role Stereotypes Through Social Learning Stereotypes and the Employment Interview . . . Occupational Discrimination as the Result of Sex Stereo- types. . . . . . . Physical Attractiveness Stereotypes. . Strategies for Studying Differential Evaluation in the Interview . . Research Concerning Applicatn Sex and Physical Attractive- ness in Access Decision. . . . Research Concerning Both Access and Treatment Decisions . Summary. . . . . . . . . . . . . . . Research Questions METHOD . Subjects. . . Procedure . Independent Variables Job Type. Candidate Physical Attractiveness . Candidate Sex . . . Ideal Applicant Stereotype. Resumes . . General Aptitude Test Battery Scores (GATB). Candidate Qualification Sheet. . . . . Dependent Variables . . . . . . . Questionnaire . . Pilot Testing of Photographs and Resumes . Data Analyses . . . . . . . . . RESULTS . Page Page Manipulation Check . . . . . . . 40 Analysis of Recruiters' Recommendations . . . 4l Analysis of Recruiters' "Choice" Candidates Scale Con- struction . . . 43 Analysis of Recruiters' Attributions to "Choice Candi- dates. . . . . . 51 Analysis of Recruiters' “Ideal" Applicant Stereotype . . 52 DISCUSSION . . . . . . . . . . . . . . . . . 56 APPENDICES APPENDIX A - Experimental Design. . 62 APPENDIX B - Pilot-testing Questionnaire for Photographs. 63 APPENDIX C - Pilot- -testing Questionnaire for Resumes . . 64 APPENDIX D - Male-Female Job Index . . . . . . . . 65 APPENDIX E - Job Descriptions. . . . . . . 66 APPENDIX F - Resumes and Credential Forms. . . . . . 68 APPENDIX G - Job Qualifications Forms . . . . . . . 84 APPENDIX H - Questionnaire and Instructions . . . . . 88 REFERENCES . . . . . . . . . . . . . . . . . 94 iv LIST OF TABLES TABLE Page 1 Analysis of Variance Summary Table . . . . . . 42 2 Factor Pattern Correlations . . . . . . . . 44 3 Factor Loading of Adjective Ratings. . . . . . 45 4 Item Composition of Scales. . . . . . . . . 47 5 Scale Intercorrelations. . . . . . . . . . 48 6 Item Intercorrelations . . . . . . . . . . 49 7 Means and Standard Deviations of Scale Ratings x Candidate Choice for Engineer. . . . . . . . 53 8 Means and Standard Deviations of Scale Ratings x Candidate Choice for Nurse. . . . . . . . . 54 INTRODUCTION Individuals entering the American workforce in the l980$ face a multitude of problems. The country's present economic insta- bility and employer demands for specialized job skills are but a few of the factors that play a part in painting a dismal employment picture for both men and women. A further hindrance to women trying to attain a desired job or position has been the prevalence of occu- pational sex discrimination which results in an unfavorable classi- fication of a job applicant on the basis of sex. For example, female applicants for a managerial position may be denied the job simply because of their sex. The Civil Rights Act of 1964 and the Equal Employment Opportunity Act of 1972 sought to eliminate not only sex discrimination, but discrimination on the basis of race, color, religion, or national origin as well. To some extent, these legis- lative attempts to curtail occupational discrimination have been unsuccessful. In particular, social pressure to maintain the present status of sex-typed jobs has remained constant. This is evident by the underutilization of women in the workforce. According to statis- tics compiled by the Department of Labor (U.S. Department of Labor, l974), females are disproportionately underrepresented in professional and managerial positions, even though males and females compose equal membership of the white-collar labor force. Only 32% of the female white-collar workers are employed in professional and managerial 1 positions, far less than the 61% of male white-collar workers who are employed in such occupations (U.S. Department of Labor, 1974). Women are less than 2% of the engineers, 4% of the dentists, 5% of the lawyers, 9% of the physicians, 10% of the scientists, 18% of all salaried managers, officials and administrators, and only about 21% of all professionals outside of the fields of education and health (Farley, 1978). Terborg and Ilgen (1975) ascertained through their examination of past research that women do possess the qualifications required for management and scientific positions. Women have been shown to be similar to men in vocational interests, sources of job satisfaction and motivation, leadership ability, problem-solving, cooperation and competition, and managerial capability (from Terborg and Ilgen, 1975). According to the fifteenth annual survey of enter- ing college freshmen conducted by U.C.L.A. and the American Council on Education, about one woman in four (27%) is planning a career in business, medicine, engineering, or law (Detroit Free Press, 1981). This represents more than a four hundred percent increase since 1966 when only five percent indicated a preference for the four careers. A Framework for Occupational Sex Discrimination A framework for considering sex discrimination has been con- structed by Terborg and Ilgen (1975). Types of occupational sex discrimination are classified on the basis of when in the individual's occupational history the discriminatory behavior occurs. The first classification, access discrimination, has been defined as "non-job related limitations placed on the identifiable subgroup at the time a position is filled" (Terborg and Ilgen, 1975; Terborg and Zalesny, 1980). Access discrimination has occurred in employee selection when females with qualifications similar to those of males, are evaluated as less desirable than males or are given inferior positions. Fidell (1970) empirically demonstrated access sex discrimination in hiring practices from resumes of individuals (differing only by sex) applying for positions as professors of psychology. Females received fewer offers than males for academic positions leading to tenure and only males were offered full pro- fessorships. Cohen and Bunker (1975) found that significantly more females were recommended for an editorial assistant job while more males were recommended for a personnel technician job, even though both male and female candidates' credentials for these jobs were identical. Subsequent analysis revealed that hiring decisions were influenced both by the applicant's sex and the position for which he/she was applying. Various other studies have illustrated that females are judged less desirable for management positions and are extended fewer job offers (e.g., Dipboye, Fromkin and Niback, 1977). It is alleged that such access discrimination is due to stereotypes concerning appropriate sex-role behavior. However, only one attempt has been made to actually measure such stereotypes (Terborg and Ilgen, 1975). The second classification, treatment discrimination, refers to invalid differential treatment of employees of one sex or the other once they have gained access into the organization. Examples of treatment discrimination include sex discrimination in regard to salary raises, rate of promotion, and assignment to challenging and attractive work. It has been postulated that both access and treatment dis- crimination are the result of sex-role and sex characteristic stereo- types (e.g., Terborg and Ilgen, 1975; Rosen and Jerdee, l974a; Dipboye, Fromkin and Hiback, 1977; Dipboye, Arvey and Terpstra, 1977; Cash, Gillen and Burns, 1977). Therefore, in order to understand how sex-role and sex characteristic stereotypes cause access and treatment discrimination, it is first necessary to note the origin of such stereotypes. Formation of Stereotypes There is a good deal of confusion concerning a precise defi- nition of stereotypes (Brigham, 1971). A stereotype has been defined as a "fixed impression, which conforms very little to the facts it tends to represent, resulting from our defining first and observing second" (Katz and Braly, 1935). This definition will serve as the basis for the following discussion of stereotypes. Inherent in this definition of stereotypes is the notion that certain groups, i.e. ethnic, racial, religious, sex, are characterized by preconceived notions which describe or pertain to all individuals of the group regardless of individual characteristics which may be completely incongruous with the stereotype. Of particular interest are stereotypes regarding females which result in discriminatory practices in employment decisions. Females have been barred from many types of jobs simply because of beliefs that they are not suited to certain situations (O'Leary, 1974). What are the causes of such stereotypes? Sexual stereotypes are usually acquired through the process of acquiring sexual iden- tity. At two years of age, children are able to choose sex-appro- priate toys in a freeplay environment and discriminate between toys suitable for boys and suitable for girls (Fagot and Patterson, 1969). By the age of three, sex-role differentiation is established and by the fifth year most children are able to differentiate between physio- logical cues of maleness and femaleness and psychological cues of masculinity and feminity (Brown, 1956, 1957). Brown (1958) con- cluded that preschool children as a group, become aware that dif- ferent behavior patterns are expected depending on whether one belongs to the male or female "group". At the age of five, young- sters have knowledge of sex-role stereotypes present in our society which generally give a decided edge to males, assigning many more desired traits to males than to females (Williams, Bennet and Best, 1975). Parents, television shows, and children's literature all play a major role in both transmitting sex-role stereotypes and in individual acquisition of sexual identity. Popular television shows generally present males as planful, active leaders while females are shown as passive, inactive followers. Also, males are more likely to be shown aggressing against others. The actions of females are shown as having less effect on the environment in direct contrast to those of males (Sternglanz and Serbin, 1974). However, not all television shows tend to depict females in this fashion (e.g.,' "Bionic Woman", "Rhoda", "Charlie's Angels"). Therefore, children can acquire different sex stereotypes depending on their exposure to certain television shows. In children's literature, Weitzman et. a1. (1972) found that the ratio of male to female characters was approximately eleven to one. Girls usually are portrayed as passive, while boys are shown in a wider range of settings. When women have careers, they are almost always traditionally feminine careers (e.g. nurse, secretary). In addition, only recently have publishers begun to discontinue using occupational titles that point to one sex or the other (mailman, milkman, postman, etc.). This change in publishing policy is a direct result of EEOC dis- crminination laws which state it is unlawful to discriminate in advertising by stating a preference for one sex or the other (Peres, 1979). The philosophy behind the adoption of this stance is the de-emphasis of the notion that certain occupations are more suited for males than for females that is reinforced by occupational titles with the suffic "man". Even though changes have and are continuing to be made to avoid communicating through literature and television that women are destined to a lower status than men, sex-role stereo- types are generally supported by the media. Formation of Sex-role Stereo- types Through Social Learning Another manner in which sex-role stereotypes are acquired is through social-learning, or matching the behavior of a given social model (Bandura, 1963). Boys tend to model their behavior after that of their fathers, girls after that of their mothers (Mischel, 1966). Positive reinforcement of "desirable" sex-role behavior as seen through the eyes of the parent, leads to the formation of the child's sexual identity and lays the groundwork for sex-role stereotypes. Males acquire a "mindset" of what is appropriate behavior for males, while females acquire a "mindset" of appropriate behavior for females. Such "mindsets", which are direct products of reinforcement, have led to beliefs that females are more sociable, more suggestible, possess lower self-esteem and lack motivation to achieve (Cecil, Paul and 01ins, 1973; Maccoby and Jacklin, 1974). Through social-learning, exposure to television shows and literature, individuals acquire sexual identity and sex stereotypes that influence one's perceptions, attitudes, and motivations toward others throughout one's life. Thus, one cause of occupational sex discrimination in terms of access discrimination, may be the result of the interviewer's sex stereotypes formed by contact with role models (parents), televison, and literature throughout his or her childhood. Since such contact differs from individual to individual, sex stereotypes are formed to various degrees and influence inter— viewers in different ways. Stereotypes and the Employment Interview Most selection decisions involve some type of interview. Because of its highly subjective nature however, the interview pro- cess is vulnerable to the personal biases, prejudices, and stereo- types of interviewers (Arvey, 1979). Nonetheless, the interview continues to be used both to promote the organization to the poten- tial employee and to select candidates for positions within the organization. The interview process can be viewed as a jigsaw puzzle in which the interviewer determines whether the job applicant could be expected to "fit" in the particular firm. A good "fit“ is obtained when both individual and organizational needs are satisfied through the employment relationship (Schneider, 1976). Since the "fit" is translated into a hiring decision based on the applicant's interview performance as seen through the eyes of the interviewer, it is impor- tant to note the effects of interviewer stereotypes on hiring deci- sions. Occupational discrimination can be facilitated by interviewer stereotypes regarding candidate characteristics such as sex and physical attractiveness. Unless sex or physical attractiveness can be shown to be bona-fide occupational qualifications, selection on the basis of such characteristics is unlawful. Not only does the organization discriminate against a qualified applicant on non-job. related characteristics, but it also risks having a less qualified but physically attractive applicant chosen. One consequence of this "mismatch" may be that the individual's talents or skills are lacking in regard to fulfilling known role expectations. This has been shown to be related to increases in physical and mental stress and job dissatisfaction, both of which are antecedents for such negative organizational consequences as absenteeism and turnover (Brief, Schuler, and Van Sell, 1981; Porter and Steers, 1973). A review of the last twenty-five years of interview research (Schmitt, 1976) illustrates current findings regarding interviewer stereotypes. Sydiha (1961) and Bolster and Springbett (1961) main- tain that interviewers possess stereotypes of "idealized successful" applicants against which real applicants are judged as to their suitability for hiring. Hakel, Hollman, and Dunnette (1970) con- cluded that "the stereotype may be a potential source of variance in hiring decisions especially when the interviewer has idiosyncratic perceptions about the characteristics of some group" (p. 115). Because stereotypes often contain non-critical information, it follows that non-job-related stereotypes (such as sex and physi- cal attractiveness stereotypes) may be a part of interviewers' stereotypes of the "ideal" job applicant. Mayfield and Carlson (1966) theorized that the "ideal applicant" stereotype is indeed composed of two parts, one component is specific for individual interviewers and another is based on favorable and unfavorable indi- vidual characteristics on which there is inter-interviewer agreement. It is likely that physical attractiveness and sex stereotypes are found in the former component of the "ideal applicant" stereotype. Perceptions of job qualifications for the "ideal applicant" are more likely to be found in the latter. Because sex and physical 10 attractiveness stereotypes can develop through social learning, media exposure, and individual values, all of which vary from indi- vidual to individual, it is likely that interviewers from widely divergent backgrounds might have different stereotypes (London and Hackel, 1974; Schmitt, 1976). For example, an interviewer who comes from a family where the mother holds a traditionally male job, may hold different sex-role stereotypes than an interviewer who does not come from such a background. Therefore, different decisions concerning the job applicant may be made depending on who is doing the evaluating. Although the notion of stereotyping is frequently invoked to explain the occurrence of differential evaluations during interviews, the precise nature of how stereotypes operate in these situations is not specified. Arvey (1979) points out the three current lines of speculation concerning this process. First,the stereotypes may be essentially negative in nature, for example, they may contain negative attitudes and opinions concerning particular minority groups. Second, the interviewer may reject the candidate, because of a per- ceived mismatch between stereotypic traits and the characteristics necessary to perform the job. Third, stereotypes may operate to shape the kinds of expectations that interviewers have of the job candidate during the interview. Occupational discrimination would result either because of the inaccuracy of the characteristics determined necessary to per- form the job or because of the inaccuracy of stereotypes attributed to the individual. Schein (1973) asked male managers to indicate 11 which of ninety-two adjectives best described women in general, men in general or successful middle managers. Results confirmed the hypothesis that successful middle managers are perceived to possess characteristics, attitudes, and temperaments more commonly ascribed to men in general than to women in general. As a result, interviewers are less likely to attribute managerial characteristics to female job candidates which may result in unfavorable evaluations. Also stereotypes may shape the kinds of expectations that interviewers have of the job candidate during the interview. Cecil, Paul and Olins (1973) found that the kinds of standards and criteria used to evaluate candidates depended on whether the applicant was male or female. Subjects were asked to indicate what they thought would be important factors for interviewers considering both males and females for a white-collar job. Factor analysis revealed that the criteria used to evaluate males was based on motivation, ability, and interpersonal skills. While for females the criteria centered around more clerical and cosmetic standards such as appearance (dress and mannerisms) and secretarial abilities. The specific nature of stereotypes that interviewers hold concerning applicants may influence evaluations of the candidates during the interview process. As a result, to the extent that stereo- types are basically negative, deviate from perceptions of qualifica- tions needed for the job, or translate into different standards of evaluation for females, stereotypes may result in lowered evaluations from the interviewer, even when applicants are equally qualified for the job. 12 Occupational Discrimination as The Resu1t of Sex Stereotypes Sex characteristic stereotyping can be thought of as the practice of assigning attributes or characteristics that are thought to describe a sexual subgroup to a particular individual who is known to be a member of the subgroup. For example, women have been char- acterized by such qualities as dependence, passivity, fraility, non aggressiveness, non competitiveness, yieldingness, inability to take risks, and emotionality. On the other hand, men are seen as indepen- dent, aggressive, competitive, possessing leadership skills, asser- tive, courageous, rational, confident, and under emotional control (Bardwick and Douvan, 1972). Characterization on the basis of sex differences on various personality traits has been referred to by a number of authors as sex-characteristic stereotyping (Terborg and Ilgen, 1975; Terborg and Zalesny, 1980). Sex-characteristic stereo- typing is largely an invalid process because of the large amount of overlap between sexes on any given variable which make it apparent that individual differences outweigh sex-differences. Sexual stereotypes can also refer to widely held beliefs concerning appropriate behavior for males and females. This type of sexual stereotype, known as a sex-role stereotype, also has been found to influence personnel decisions. In a study involving hiring males and females for either an editorial assistant position or personnel technician position, Cohen and Bunker (1975) found that more females were recommended for the editorial assistant position, while more males were recommended for the personnel technician 13 position. They concluded through post hoc analysis that women are frequently at a disadvantage in hiring decisions because of the incongruity between others' perceptions of their skills and talents and the nature of job requirements. Thus, two types of sexual stereotypes, sex-characteristic and sex-role stereotypes have been shown to influence interviewer perceptions and subsequent evaluation of applicants. Sex character- istic stereotypes operate in the process of matching perceived stereotypic applicant traits with the characteristics necessary to perform the job. Sex-role stereotypes operate to shape the kinds of expectations and standards that interviewers have of job candi- dates during the interview with regard to appropriate male and female behaviors. An additional consequence of sex-role stereotypes is in the formation of perceptions of occupational "fit". Merton states that applicants can be perceived to "fit" best in certain occupations in which a large majority of the membership are of one sex and in which there exists an associated normative expectation that this is how it should be (Epstein, 1970). On this basis, cer- tain occupations can be viewed as traditionally male or female depend- ing on the sexual gender of the majority of membership. Sex-role stereotypes may influence the interviewer to achieve congruence between an applicant's sex and "maleness“ or "femaleness" of a job that is dependent on the sexual gender of the majority of its member- ship. This can result in unlawful discrimination for the qualified applicant of either sex who is denied employment simply because they are seeking an out-of—role job. 14 Physical Attractiveness Stereotypes Research indicates the existence of a physical attractiveness stereotype that influences hiring decisions. The physical attractive- ness stereotype, known as the "what-is-beautiful-is-good" stereotype is as follows: physically attractive persons, both male and female are presumed to have more socially desirable traits and achieve greater social and professional success than unattractive persons (Berscheid, Dion and Walster, 1972). Byrne, London and Reeves (1968) found that when subjects were asked to evaluate strangers of the same or opposite sex who were either physically attractive or unattractive, interpersonal attraction was greater toward physically attractive strangers regardless of sex. Attractiveness was also of importance in combination with information about several of the strangers' attitudes. However, physical attractiveness exerted a greater influence on interpersonal attraction in the absence of more relevant information (i.e. knowledge of stranger's attitudes). Berscheid and Walster (1974) in regard to access discrimina- tion, concluded that because management positions are traditionally male occupations, the more attractive a women is, the less likely that she will be judged suitable for occupying a job that is thought to require male characteristics. Heilman and Saruwatari (1979) found that attractiveness proved to be an advantage for males but was an advantage for females only when they were seeking a non-managerial position. One conclusion that can be drawn from the research of Berscheid and Walster (1974) and Heilman and Saruwatari (1979) is 15 that the interviewer-applicant relationship which culminates in a hiring decision is affected by the applicant's job qualifications as well as by the sex and physical attractiveness stereotypes of the interviewer. This conclusion is supported by Gillen (1975, 1980) who found that the integration of sex and physical attractiveness stereotypes was necessary in order to account for two types of per- ceived "goodness" of attractive persons--one type that is sex-rele- vant and another that is sex-irrelevant. For traits depicting sex-relevant goodness (in-role for males or in-role for females) attribution increased with physical attractiveness for individuals' engaged in the appropriate role but not for those engaged in inappro- priate role behavior. Also, perceived social desirability was found to increase with physical attractiveness for both male and female stimulus persons. Strategiesfor Studying Differ- ential Evaluations in the Interview Current research in this area has investigated whether equally qualified females receive lower evaluations than males on the basis of interviews. Three types of research strategies have been employed: resume studies, in-basket studies, and videotape and field experiments. The majority of research has focused on resume studies. In this type of study, subjects are asked to review a series of job resumes and to determine the suitability of each of the candidates for employment and/or the starting wage that might be offered. The 16 content of each resume usually includes information regarding type and level of education and past work experience. Also, standardized test scores, career objectives, and letters of recommendation are sometimes included. A photograph, which has been pretested for attractiveness, is usually attached to the resume. In the typical study, the minority variable of interest (race, sex, age, or handi- cap) is manipulated through the photograph and the name printed on each resume. Subjects (students, managers, college recruiters) assuming the role of interviewer, are unaware tht the resumes they are evaluating may differ from those being evaluated by other inter- viewers. Variables such as applicant attractiveness, type of job, job demands, and personality characteristics are often manipulated to determine if these characteristics interact with the candidates minority status thereby influencing the evaluations given the candi- dates. Another strategy involves the use of a within-subject design whereby subjects evaluate and rate several resumes that vary accord- ing to the variables of inteest. All characteristics of the resumes are similar with the exception of the variables being studied. A potential problem with studies using the resume strategy is that they involve "pencil and paper" people and not face-to-face interviews with "real" people (Arvey, 1979). As a result, one must infer that the effects found in such "artificial" conditions gen- eralize to "real" interview situations. The "in-basket" strategy is the second type of strategy used in this type of research. Subjects assume the role of a personnel l7 director or manager who works through an "in-basket" and must take action on a number of items in memorandum or letter form. Each in-basket provides information about members of the organization, the various departments of the organization, and contains several different types of personnel problems. Subjects make decisions on the basis of the information given; this usually includes hiring and/or promotion decisions for a particular individual. Problems are written in various versions and correspond to changes in the variables of interest in one or more of the problems. The final strategy, the use of videotapes or field experi- ments, is less frequently employed. These designs use interviewees who are observed by interviewers either face-to-face or in video- tape presentations. Interviewers usually interview or observe on videotape only a single job candidate and then make evaluations about the suitability of the candidate for the position. The content of the interview is controlled to ensure that the same questions are asked and similar responses are delivered by the interviewees. Research Concerning Applicant Sex and Physical Atractive- nessirIAccess Decisions It is evident that the literature provides support for the contention that job classification and/or type of job under considera- tion influence personnel decisions, particularly access decisions. Sex stereotypes that form early in life may later influence the evaluations that are made of the applicants by others. Discrimina- tion against candidates (in the form of an unfavorable evaluation) 18 can result from the interviewer's perception of incongruence between the applicant's gender with that "required" for the job. Still another factor, the physical attractiveness or unattractiveness of the candidate (as perceived by the interviewer), may be an additional employment barrier to the qualified job applicant. Rosen and Jerdee (l974a) used 235 male college students to evaluate male or female candidates for jobs with demanding require- ments (requiring aggressive, interpersonal behavior, or decisive managerial action) or routine requirements (clerical tasks). Each candidate was evaluated for each of four jobs with an overall hiring rating obtained on a six-point scale. Results indicated that females were evaluated more severely when the job requirements were demanding and challenging. Overall ratings for female applicants were lower than those for males. Females were also rated lower than males on "technical potential", "potential for long service to the organiza- tion", and “potential for fitting in well". - The findings of Rosen and Jerdee (that females are evaluated more severely when job requirements are demanding and challenging and are less likely than males to be recommended for a managerial position than males) are supported by the majority of research find- ings in this area. Dipboye, Fromkin and Wiback (1975) found that male applicants received higher ratings corresponding to a recom- mendation to hire than female applicants for the same position of furniture store manager. Dipboye, Arvey and Terpstra (1977) obtained subject evaluations of twelve resumes for a sales-management position 19 which showed that under the restriction of choosing only one of the twelve applicants for the position, raters chose highly qualified males significantly more than highly qualified females. Dipboye and Wiley (1977) investigated the effects of applicant sex and aggressiveness on hiring recommendations. Sixty-six college recruiters evaluated candidates for the position of supervisor in a retail department store. Once again, when subjects were asked to choose only one candidate, males were chosen significantly more than females. Heneman (1977) verified the results found by Dipboye, et. a1. (1975, 1977). Applicant qualifications (obtained through test scores) along with sex were manipulated. Results indicated that highly qualified females were rated as less suitablefor the position than highly qualified males. Haefner (1977) found a signi- ficant main effect for sex in hiring recommendations based on resume profiles in which sex, age, race and the competence of the job candi- dates were varied. Even though sex has been shown to have a significant effect on hiring recommendations for various positions, the impact of sex has been shown to be quite small in studies where both sex and appli- cant qualifications have been manipulated. Dipboye, Fromkin and Wiback (1975) found a main effect for applicant sex in hiring ratings, but sex accounted for only a small amount of the variance (1%) in the study in which physical attractiveness and scholastic standing were also manipulated. In a follow-up study in which interviewer sex and attractiveness was manipulated along with the variables of 20 the previous study, Dipboye, Arvey and Terpstra (1977) found that applicant sex accounted for less than 1% of the total rating variance even though the main effect for sex was significant. An important addition to the literature was the finding that rater attractiveness had no effect on candidate selection. Finally, Haefner's (1977) results indicated a significant main effect for sex in hiring recom- mendations which accounted for 5% of the variance, while applicant competence accounted for 88% of the variance in rating variance. The results of these studies demonstrate that while applicant sex significantly affects hiring recommendations, qualified candidates are preferred over less qualified candidates. Research ConcerningBoth Access anlereatment Decisions The notion that women are the victims of both treatment and access discrimination when they are as equally qualified as males, is supported by the work of Rosen and Jerdee (l974b) and Terborg and Ilgen (1975). While both studies used the in-basket strategy, they differed in the dependent measures of interest. Rosen and~Jerdee (l974b) used 95 male bank supervisors to evaluate applicants for promotion, development and supervision. Manipulated variables included sex of the applicant and job complexity. Experimental materials were embedded in an in-basket exercise in which subjects were asked to assume the role of the personnel director and to respond in memorandum form to a series of items. For each item, subjects indicated on a fixed-response scale their decisions and 21 extent to which they would find certain reactions to the case acceptable. Males were more apt to be recommended for promotion than females and when the decision to terminate subordinates was made, the decision was rated higher when requested by a male super- visor. In addition, it appeared that while a highly promotable male employee was preferred to a female employee with less potential, a highly promotable female was preferred only slightly more frequently than an unpromotable male. Terborg and Ilgen (1975) used an in-basket strategy to evaluate male and female job candidates. Subjects were asked to evaluate male and female job candidates for an engineering position. Dependent measures included both a hiring decision (access decision) and a recommendation for starting salary. No significant difference was found between male and female applicatns in the decision to hire, but females were given a lower starting salary than identical male applicants. The Terborg and Ilgen (1975) study is of particular interest because it represents one of the few studies to actually attempt to measure subject (interviewer) stereotypes toward females. The Women As Managers Scale (WAMS) was used to assess subjects' stereotypes toward women in business. Hiring decisions were found to be signi- ficantly related to the attitude toward women in managerial positions as measured by the WAMS (r = .58). The more favorable the subjects' attitude toward women in managerial positions, the higher the rating the female received in terms of desirability of hiring for the 22 engineering position. The correlation between hiring decisions and WAMS scores suggests it is possible that interviewer stereotypes may significantly affect hiring decisions. If this is the case, close to 34% of the variance in the desirability for hire rating is accounted for by the interviewers' attitudes toward women in business. f The influence of the predominant sex of employees in the job on interviewers evaluations of applicants for that job has been investigated. Rose and Andiappan (1978) using seventy-five college students as subjects, investigated the influence that a predomi- nantly male or predominantly female workforce would have on inter- viewer evaluations of candidates. Sex of subject, sex of applicant, and predominant sex of subordinates were the variables investigated. Subjects evaluated resumes on the probability of success in a managerial job that involved either a predominantly male or female workforce. Results of the study indicated that female raters evaluated applicants of both sexes more positively than male raters. The interaction between candidate sex and the predominant sex of subordinates was significant--female candidates were evaluated more favorably when the predominant sex of the subordinates was female, male candidates were given higher evaluations when the workforce was predominantly male. This finding serves to support the conten- tion that both females and males are discriminated against for out- of-role jobs, i.e., jobs in which characteristics of the majority of membership are opposite those of the application or jobs in which 23 the majority of subordinates are of the opposite sexual gender of the applicant. Applicant qualifications or competences have been investi- gated in several studies in order to clarify the extent to which sex actually influence interviewer evaluations. Such research addresses the issue of whether sex is significant only when it is the only salient cue available to the interviewer, or if it remains powerful regardless of what other variables are available to the interviewer. Several studies cited previously showed that in com- bination with applicant qualifications, sex accounted for a small proportion of variance in hiring ratings (Dipboye, Fromkin and Wiback, 1975; Dipboye, Arvey and Terpstra, 1977; Haefner, 1977). Muchinsky and Harris (1977) not only manipulated applicant sex, rater sex, and applicant qualifications, but also manipulated job type. Resumes for the positions of copy editor, day-care person, and mechanical engineer were evaluated by subjects; hiring recom- mendations was the dependent variable. A main effect for applicant sex was observed whereby females were given higher ratings than males. Additionally, qualified applicants were preferred over unqualified applicants and underqualified females received higher evaluations than qualified males on the day-care and copy editor jobs. Interestingly, significant main effects also were observed for raters, such that female raters gave significantly higher ratings to applicants of both sexes than did male raters. This suggests the possibility that females are more lenient in their evaluations of job applicants than are males. The findings that females were 24 given higher evaluations on the day-care and copy editor jobs than males is not surprising since these two jobs are likely to be con- sidered traditionally female jobs. Past research tends to support the conclusion that highly qualified females are rated as less suitable for certain jobs than highly qualified males. But because of the possible effects of physical attractiveness stereotypes on interviewer decisions (e.g., Heilman and Saruwatari, 1979) both applicant attractiveness and the job under consideration must also be taken into account. Cash, Gillen and Burns (1977) using seventy-two personnel directors as subjects, manipulating sex, type of job, and applicant attractive- ness. Jobs were either "masculine" (auto salesperson, hardware clerk), "feminine" (telephone operator, office receptionist), or "neuter" (motel desk clerk, photographic darkroom assistant). The "masculine" and "feminine" nature of the jobs was defined in terms of the predominant sexual gender of members holding the job. Results of the study indicated that attractive applicants were more favorably evaluated than unattractive applicants regardless of sex, when under consideration for neuter jobs. Also, when candidates were considered for traditionally masculine jobs, attractive males were more highly evaluated than attractive females. Attractive female candidates were more positively evaluated than unattractive males when under consideration for a traditionally feminine job. Marvelle and Green (1980) in an attempt to replicate these findings, employed a video- tape strategy to enhance the realism of the interview situation. 25 Applicant sex, attractiveness, and type of job were the manipulated variables. Forty male undergraduates rated one candidate on the probability that a job offer would be made. Subjects reviewed a job description, the candidates resume, and conducted a simulated interview prior to rating the candidate. Results indicated that attractive candidates were evaluated more favorably on the probabi- lity of hire scale than unattractive candidates. However, in con- trast to the results found by Cash et. a1. (1977), no physical attractiveness discrimination was observed when candidates were interviewed for out-of—role positions, i.e., there was no signifi- cant difference in the probability of hiring the attractive or unattractive candidates of the sex not associated with the job. Supportive of the Cash et. a1. (1977) study was the finding that the probability of hiring the candidate of the sex not associated with the job was less than the probability of hiring the attractive candidate of the sex associated with the job. Therefore, it can be tantatively concluded that candidates of the sex not associated with the job are less likely to be hired, regardless of their physi- cal attractiveness. Summary The research concerning evaluations of job candidates yields the following conclusions. First, the evidence is fairly consistent in showing that women tend to be evaluated less favorably than men especially when women are considered for typically masculine-oriented jobs. Second, when qualifications of candidates are considered, they 26 account for 25-50% of the variance in ratings, and the notion that highly competent women are prone to negative evaluations compared with highly qualified males is not supported. Third, physical attractiveness has been consistently shown to influence evaluations of candidates for in-role jobs, i.e., attractive males and females receive higher evaluations than unattractive males and females for in-role jobs. Research Questions The selection process for the majority of college graduates typically involves a "multiple hurdle“ approach. In multiple hurdle selection strategies, applicants are tentatively accepted and assessed further as to whether or not they should be permanently accepted by the organization (Cascio, 1978). First, the applicant must be deemed qualified and capable of performing the job by the recruiter during their initial contact at the college or university placement office which typically lasts less than one hour. The recruiter recommends that the applicant continue in the selection process, the potential employee travels to the organizations' head- qUarters or potential place of employment for more in-depth inter- views with his/her potential boss and peers, psychological testing, or some combination of the two. The organization incurs substan- tial costs at this second stage of the selection process as a result of testing, transportation, food, and lodging costs incurred when potential employees are brought inside the organization for closer 27 scrutiny. It is at this second or subsequent stages of the selection process that the actual hiring decision is made. In the initial stage of the selection process for college graduates, the sex and physical attractiveness of the applicant are likely to be more salient since detailed information concerning the prospective employees' qualifications (work experience, interests, volunteer activities) is not completely known. Therefore, it is at this point in the selection process, when recruiters first come in contact with prospective employees, that occupational discrimina- tion on the basis of sex and physical attractiveness is likely to occur. This conclusion is logically derived from previous research which has noted that sex and physical attractiveness account for the largest amount of variance in hiring ratings in the absence of infor- mation regarding the applicant's qualifications (Dipboye, Fromkin and Wiback, 1975; Dipboye, Arvey and Terpstra, 1977, Haefner, 1977). One criticism of past research efforts in this area is the neglect of the "reality" of the selection process. Regardless of whether applicant sex, physical attractiveness or qualifications have been manipulated, the dependent variable of interest continues to be hirigg ratings, e.g., the probability that the applicant would be selected for the position. Typically, the information given the student, personnel administrator, or recruiter playing the role of interviewer lacks sufficient getajl_concerning the applicant. Yet the subjects are required to make hirigg decisions! This highlights the fact that past researchers have neglected the successive stages 28 involved in the selection process. Perhaps, one way to give these studies added "realism" is to conceptualize them as dealing with the initial stages of the selection process where detailed informa- tion concerning the applicant usually is unknown. Whether similar results (in regard to the effects of applicant sex and physical attractiveness) would occur if the dependent variables were changed from hiring ratings to a more realistic “recommendation for the applicant to continue in the selection process" remains to be seen. The major emphasis of this research effort was to study the effects that the sex and physical attractiveness of job applicants had on college recruiters' judgments in the initial stages of the selection process. In particular the following questions were addressed: 1) How does the sex and physical attractiveness of job candidates affect recruiter recommendations for both traditionally male and traditionally female jobs requiring advanced educational achieve- ment (college degree)? There is a scarcity of information in the current literature concerning the effect of job candidate characteristics, such as sex and physical attractiveness, on "interviewer" evaluations for jobs requiring more than a high school level education. Typical jobs in studies where job type (traditionally male vs. traditionally female) has been manipulated include auto salesperson, hardware clerk, telephone operator, office receptionist, motel desk clerk and photographic assistant (Cash et. al., 1977). 29 Generalizations from the results of earlier studies to other types of jobs, requires that jobs necessitating more than a high school education are investigated also. Grunes (1956) found that when high school studients were asked to group occupations represent- ing all the major categories in the Dictionary of Occupational Titles, the level of education appeared to influence the studentsI occupa- tional groupings. They grouped together occupations requiring a college education in one category and skilled and unskilled occupa- tions requiring a high-school level education in other categories. Perhaps, the sex and physical attractiveness of job candidates for positions requiring a college degree are less likely to affect recruiters' recommendations. This could be due to recruiters' per- ceptions that these individuals have attained a certain level of prestige or status. Therefore, recruiters' may not attend to, and therefore be less likely to be influenced by,the sex and physical attractiveness of the job candidate, in making his or her recommen- dations for the individual to continue in the selection process. If this is the case, than no significant effect for candidate sex or physical attractiveness should be found in studies using jobs requiring a college degree. 2) What characteristics are attributed to the recruiters' "choice" job candidate? Research has shown that males and females have been charac- terized by certain sets of attributes thought to describe each sex. Based on sexual stereotypes, these attributions have been suggested as one of the principal causes of unfavorable evaluations of female 30 job candidates seeking traditionally male jobs (e.g. Schein, 1973). This study sought to determine the characteristics that recruiters would attribute to their "choice“ candidate for both a traditionally male and traditionally female job. Of particular interest was the extent that the recruiters' attributions varied according to the sex and physical attractiveness of their "choice" candidate. 3) Will knowledge of the sex and physical attractiveness of the recruiter's "ideal" applicant allow the pre- diction of his/her recommendations for the applicants to continue in the selection process? Sex and physical attractiveness stereotypes have been inferred to be the cause of differential hiring decisions either a priori or in post hoc explanations in the majority of research (Fidell, 1970; Rosen and Jerdee, 1974a, l974b; Cohen and Bunker, 1975; Cash, Gillen and Burns, 1977; Schein, 1973). Yet little of the past research has concentrated on measuring the stereotypes of the interviewer who makes the evaluations. The lone exception is the research of Terborg and Ilgen (1975) in which stereotypes toward women in business were assessed with the WAMS. This study sought to establish a relationship between the recruiters' "ideal" applicant stereotype and recommendations concern- ing job candidates. If such a relationship can be demonstrated, it will be possible to identify recruiters who could be discriminating against qualified applicants on the basis of non-job related char- acteristics such as sex and physical attractiveness. METHOD eases: Approximately 80 college recruiters (53 males and 27 females from the Michigan State University Placement Center were asked to participate in the study during unscheduled time in their recruiting schedules. Procedure Subjects were asked to make evaluations of candidates for both a traditionally male and female job (engineer vs. nurse). Counterbalancing was used to eliminate possible order effects result- ing from the order of presentation of the engineering and nursing job candidates. Each subject was given a job description, a list of qualifications, and a set of four resumes with attached photo- graphs of each of the job candidates, for both the nurse and engineer- ing jobs. Two males and two females were the candidates for each job; attractiveness varied within sets of the job candidates, i.e., one male was attractive, one male was unattractive, one female was attractive, one female was unattractive (see Appendix A). Subjects completed a questionnaire concerning the job candidates which included: subject recommendations for each candidate to continue in the selection process, the candidate subjects would choose for the job ("choice" candidate) if they were forced to make a hiring 31 32 decision, and the various characteristics attributed to their "choice" candidate for each job. Independent Variables The independent variables of primary interest were Candidate Sex (male-female), Candidate Physical Attractiveness (unattractive- attractive), and Job Type (traditionally male-traditionally female). Recruiters' previous recruiting experience, "choice" of job candi- dates for both the nursing and engineering jobs and the recruiters' sex and physical attractiveness "ideal" applicant stereotype were used as independent variables in subsequent analyses. Job Type The jobs of industrial engineer and nurse represented tradi- tionally male and female jobs and were chosen on the basis of rank- ings provided by 22 different white and blue-collar jobs (see Appen- dix D). Twenty-two female and 22 male undergraduate students were asked to rank the three jobs they thought were most representative of traditionally female jobs and the three jobs they considered to be most representative of traditionally male jobs. There was con- siderable agreement across sexes as to which jobs were best repre- sentative of traditionally male or traditionally female jobs. Nurse, school teacher, and librarian were consistently mentioned as the traditionally female jobs, while carpenter, bank executive, stock- market broker, and civil engineer were consistently mentioned as the traditionally male jobs. Nurse and industrial engineer were chosen to represent the traditionally male and female jobs for 33 purposes of this study. One reason these jobs were chosen was the fact that the employment outlook for both these jobs is optimistic. The rate of demand for industrial engineers is expected to grow faster than the average rate for all occupations, with 10,500 open- ings predicted for every year through 1985 (Chronicle Guidance Publications, 1979). Recent statistics reveal a 4.1% vacancy rate in hospital nursing positions (University of Michigan, 1979). The good employment outlook for these two jobs was seen as adding to the "realism" of the study since organizations are actively recruit- ing college graduates to fill both nurse and industrial engineering positions. A one page job description for each of the two positions was provided (see Appendix E). Both of the job descriptions for the nurse and industrial engineer position were taken from the Dictionary of Occupational Titles (U.S. Government Printing Office, 1977). Candidate Physical Attractiveness Physical attractiveness of job candidates was manipulated using facial photographs from a recent college yearbook. Attractive and unattractive individuals were chosen as described in the pilot phase of the project. Candidate Sex Candidate sex was assessed by both the applicant's name on the resume and the corresponding photograph. 34 Ideal Applicant Stereotype The recruiters' ideal applicant stereotypes were assessed by asking the recruiters to describe the individual they felt would be a definite success on the job. m Each resume included information relating to the candidate's job objective, education, work experience, references, and personal data. These elements were suggested to be included in the resumes by various resume construction guides (e.g., Jost, 1981). Also, the candidate's General Aptitude Test Battery (GATB) scores and the M.S.U. Placement Center credential form accompanied the resumes (see Appendix F). General Aptitude Test Battery Scores (GATB) The General Aptitude Test Battery (GATB) was developed by the United States Employement Service (USES). By testing many groups of employees, applicants, and trainees in different kinds of jobs, score patterns showing the critical aptitudes and minimum scores required for each occupation were subsequently established (Anastasi, 1976). The aptitudes covered by the GATB scores found in the 1965 edition of the Dictionary of Occupational Titles include Intelligence (G), Verbal Aptitude (V), Numerical Aptitude (N), Spatial Aptitude (S), Form Perception (P), Clerical Perception (0), Motor Coordina- tion (K), Finger Dexterity (F), Manual Dexterity (M), Eye-Hand-Foot Coordination (E) and Color Discrimination (C). 35 The critical scores and minimum aptitudes on the GATB for these two positions were taken from the Dictionary of Occupational Titles (U.S. Government Printing Office, 1965)- This information was provided on the qualifications sheet for each respective job. Candidate Qualification Sheet Candidate requirements for both the nurse and industrial engineer position as stated on the application qualifications sheet are shown in Appendix G. Qualifications included GATB test score level, worker requirements, and typical situations the employee will encounter in the job. The worker requirements and on-the-job situa- tions for both the nurse and industrial engineer job were taken from the Dictionary of Occupational Titles (U.S. Government Printing Office, 1965). The on-the-job situations were derived from the temperament scale of the qualifications profile for both of the jobs. Dependent.Variables The primary dependent variables were recruiters' responses as to the likelihood they would recommend each job candidate to continue in the selection process. The recruiters' "choice" candi- date for each job and the characteristics attributed to each "choice" candidate also were used as dependent variables. Qgestionnaire Information on the dependent measures was collected through a questionnaire given to each recruiter (see Appendix H). A five- point Likert scale ranging from "Extremely likely“ to "Extremely 36 unlikely" was used for recruiters' recommendations that each candi- date continue in the selection process. Nineteen seven-point semantic differential scales, anchored by adjectives which characterize males and females were completed. These anchors were derived from the work of Schein (1973), Maccoby and Jacklin (1974), and Bardwick and Douvan (1972). As a manipulation check, recruiters were asked to indicate to what extent they believed each job was traditionally male or female, and to rate the qualifications and physical attractiveness of each job candidate. Finally, recruiters were asked to complete a description of their "ideal" applicant for each job including the applicant's sex, age, marital status, physical attractiveness, com- munity involvement, type and level of education, and scholastic achievement as measured by grade point average (GPA). Pilot Testing of Resumes and Photographs Twenty undergraduate students rated the attractiveness of a series of photographs of males and females (see Appendix B). These photographs were taken from a recent college yearbook. 0n the basis of attractiveness ratings (scale values ranged from 1 = Extremely unattractive to 5 = Extremely attractive), the photographs of the two attractive (2 = 3.72, S.D. = .75; i = 3.72, S.D. = .75) and two unattractive (i = 2.10, S.D. = .77; i = 1.80, S.D. = .71) males and two attractive (x = 4.31, S.D. = .76; i = 3.86, S.D. = .83) and two unattractive (z = 1.86, S.D. = .88; x = 1.52, S.D. = .83) females were selected. T-tests between the means for attractive 37 and unattractive candidates of both sexes were significant at the .01 level. Resumes were also pilot-tested to insure equivalance in candidate qualifications and to eliminate contaminating effects due to resume layout (see Appendix C). Eight resumes (one for each of the 4 nursing candidates and the 4 engineering candidates) were rated as to their similarity on a scale raning from 1 = Very similar to 5 = Very dissimilar. Mean ratings of the similarity between the resumes for: stated job objective, education, personal data, work experience, and GATB test scores ranged from 1.00 to 2.00. This indicated that the raters viewed the various components of the job candidates' resumes as being similar. Mean ratings of the overall qualifications of each candidate for the job (1 = Extremely quali- fied, 5 = Extremely unqualified) ranged from x = 1.85, S.D. .93 to x = 2.20, S.D. = .95 for the nursing candidates and from i = 1.20, S.D. = .73 to x = 2.65, S.D. = .88 for the engineering candidates. This indicated that while there was some variability in the perceived qualifications of the job candidates, all of the candidates were perceived as being qualified for the job they were seeking. Data Analyses Analysis of variance was used to determine the effect of three independent factors: Candidate sex (male-female), Candidate physical attractiveness (attractive-unattractive), and Job Type (traditionally male-traditionally female) on recruiters' recommenda- tions (for each job candidate) to continue in the selection process. 38 The computer package BALANOVA (Frankmann and Coyle, 1980) was used in the analysis. Omega-square was calculated in order to estimate the magnitude of the treatment effects. The Statistical Package for the Social Sciences (SPSS; Nie, Hull, Jenkins, Steinbrenner, Bent, 1975) was used for the remaining data analyses. These analyses included chi—square, principal com- ponents factor analysis, reliability, multivariate analysis of var- iance, and T-tests. The chi-square statistic was computed in order to assess independence between the recruiter's "choice" candidate (for each of the two jobs) and sex of the recruiter. Principal com- ponents factors analysis followed by OBLIQUE and VARIMAX rotation, was used in order to group the adjectives which the recruiters attri- buted to their "choice" candidates for each job. Initial estimates of the communalities were given by the squared multiple correlation between a given variable and the remaining variables. Based on the results of the factor analysis, adjectives were combined to form scales. Internal consistency of the scales was determined by using the coefficient alpha statistic; Also, Pearson product-moment correlation coefficients were computed for both the initial adjectives and the subsequent scales. Multivariate analysis of variance (MANOVA) was used to explore simultaneously the relationship between the recruiter's "choice" candidate for each job, recruiter experience, i.e., type of job for which the individual recruits, and the adjective scales describing the “choice" candidate. MANOVA allows simultaneous test- ing of all the variables and considers the various interrelationships 39 among them, thereby decreasing the probability of Type I error (Hair, Anderson, Tatham, Grablowsky, 1979). Contrasts using Tukey's pro- cedure were conducted in order to isolate the source of significant F-values. T-tests were performed on the recruiters' judgments of candidate qualifications and physical attractiveness. This was done in order to confirm that the experimental manipulation had been perceived as intended. RESULTS Manipulation Check Recruiters' judgments of the physical attractiveness of the job candidates indicated tht the recruiters perceived the candidates as intended: the unattractive candidates were perceived as unattrac- tive, the attractive candidates were perceived as attractive. Dif- ferences between the mean ratings of attractive male candidates for the engineering (x = 1.96) and nursing (i = 1.78) jobs were signifi- cantly different (p < .01) from the mean ratings of unattractive male candidates for the engineering (x = 3.48) and nursing (x = 3.66) jobs. Significant differences were also found between mean ratings of attractive female candidates for the engineering (2 = 1.68) and nursing (x = 1.61) jobs and the mean ratings of unattractive female candidates for the engineering (x = 3.75) and nursing (i = 3.66) jobs. 3 The candidates for each of the two positions were also viewed by the recruiters as being sufficiently qualified for the particular job they were seeking. The recruiters' judgments of candidate quali- fications were made on a three-point scale (1 = Extremely qualified, 2 = Qualified with reservations, 3 = Not qualified). Mean ratings of candidate qualifications ranged from i = 1.25 to 2 1.46 for the four engineering candidates and from x = 1.21 to i = 1.29 for the four nursing candidates. 4O 41 Recruiters also perceived the engineering job as the tradi- tionally male job and the nursing job as the traditionally female job. Seventy-six of the 80 recruiters (95%) responded that the engineering job was "somewhat" or "extremely" traditionally male. Seventy-seven recruiters (96%) felt that the nursing job was “some- what" or "extremely" traditionally female. AnaLysis of Recruiters' Recommendations Recruiters' recommendations for each candidate ranged from 1 = Extremely unlikely to 5 = Extremely likely. Table 1 shows the analysis of variance summary table. As shown in this table, the interaction between Job Type and Candidate Sex was significant. Mean recommendations given to male job candidates for the engineering job (2 = 4.04) were significantly higher than the mean recommendations given to the female candidates (x = 3.76) for this job. The reverse, however, was found for the nursing job. Significantly higher mean recommendations were given to females (2 = 4.05) than were given to males (x = 3.83). The interaction between Candidate Sex and Candidate Attractive- ness was also significant. Mean recommendations of unattractive male candidates (x = 4.03) were significantly higher than the mean recom- mendations given to attractive male candidates (2 = 3.84). The reverse was true for females, mean recommendations of attractive females (2 = 3.95) were significantly higher than the mean recommen- dations given to unattractive females (x = 3.86). Omega-squares for 42 the two significant interactions indicate that a minimal amount of variance is accounted for. TABLE l.--Analysis of Variance summary table. Source df 55 MS F 2 Job Type (J) 1 .264 .264 .214 Error 79 97.36 1.23 Candidate Sex (C) 1 .127 .127 .241 Error 79 41.50 .525 Candidate Attractiveness (A) l .352 .352 .295 Error 79 94.27 1.19 J x C l 9.75 9.75 25.79* .014 Error 79 29.87 .378 J x A 1 .039 .039 .044 Error 79 70.59 .893 C x A 1 2.89 2.89 5.89* .003 Error 79 38.74 .490 J x C x A l .077 .077 .107 Error 79 56.55 .716 Subjects (5) 79 352.56 4.46 Total 639 794.94 *p 5 .05. Analysis of Recruiters' "Choice" Candidates Recruiters were asked to select one of the four candidates for each of the two jobs. A large majority of recruiters' chose the male candidates for the engineering job. Sixty-two of the 80 43 recruiters (77.5%) chose a male candidate while 18 recruiters (22.5%) chose a female candidate. A slight preference was shown by recruiters for attractive (N = 44.55%) vs. unattractive candidates (N = 36, 45%), but the discrepancy was not as large as that found for candidate sex. Thirty-four of the 80 recruiters (42.5%) selected the attractive male, 28 (35%), the unattractive male, 10 (12.5%), the attractive female, and 8 (10%), the unattractive female. Differences in recruiters' candidate choice for the nursing job reflected a preference for attractive candidates of either sex. Fifty of the 80 recruiters (62.5%) chose attractive candidates while 30 recruiters (37.5%) chose unattractive candidates. Overall, 27 of the 80 recruiters chose attractive males (33.25%), 11, unattrac- tive males (13.75%), 23, attractive females (28.75%), and 14, unat- tractive females (23.75%), as their choice candidate for the nursing job. Recruiter sex was not related to candidate choice for either the engineering or nursing job. Scale Construction Principal components factor analysis of the adjective scales with OBLIQUE rotation revealed four factors: three of the four were relatively orthogonal. Factor 1 was moderately negatively correlated with both Factor 3 and 4. Table 2 illustrates the factor pattern intercorrelations. In order to aid in the interpretation of the factors, the factors were also rotated using a VARIMAX rotation. Table 3 shows the factor loadings of the adjective scales and 44 TABLE 2.--Factor Pattern Correlations 1 2 3 4 1 1.00 2 - .32 1.00 3 - .14 .12 1.00 4 - 55 .18 11 1.00 45 TABLE 3.--Factor Loadings of Adjective Ratings 1 2 3 4 Task-Oriented Person-Oriented .059 .046 .418* -.O73 Extroverted- Introverted .398* .205 -.275 -.l34 Leader-Follower .690* .317 -.025 .228 Rational-Irrational .295 .679* -.374 -.049 Independent- Dependent .577* .147 -.027 .103 Decisive- I Indecisive .377 .595* -.220 -.106 Verbal ability- Math ability -.079 -.252 .101 .459* Achievement due to skill- Achievement due to luck .468* .446 -.329 -.114 Active-Passive .762* .131 -.019 -.184 Confident- Lack Confidence .459 .611* -.089 -.195 Competent- Incompetent .482* .236 ~-.33O .027 Unemotional-Emotional .072 .087 -.056 .530* Unsupportive- Supportive .267 -.561* .422 .295 Insensitive-Sensitive -.092 -.189 ‘ .622* .441 Dominant-Submissive .510* .491 .119 -.123 Objective-Subjective .126 .686* -.094 .113 Self-oriented Other oriented -.202 -.156 .766* .026 *Represents highest factor loading. 46 indicates that these scales may be described by one large, general factor and three others. Factor scales were formed on the basis of the factor loadings and content analysis of the items. As a result of content analysis, Factor 4 was divided into two scales. Table 4 presents the item composition of the scales labeled leadership, decision-making, sociability, academic skills, and affect. It is important to note that the factor loadings of a number _of the adjective scales are ambiguous, i.e., many scales have high factor loadings on more than one factor. This is especially true for items dealing with confidence, dominance, decisiveness, and source of achievement. This pattern of factor loadings could be the result of recruiters' perceptions that these traits are related to both leadership and decision-making capabilities. Internal consistency, as measured by coefficient alpha, for the leadership (0 = .8122) and decision-making (a = .8214) scales were acceptable; moderate internal consistency reliability was found for the sociability scale (a = .6776). Because the academic skills and affect scales each consist of one item no measure of internal consistency was necessary. Table 5 presents the scale intercorrela- tions. Pearson product-moment correlation coefficients computed between the various scales revealed a strong relationship between the leadership and the decision-making scales (r = .66). This is not surprising due to the content of these scales. Table 6 shows the item intercorrelations. An individual who is perceived to be a "leader" is also likely to be seen as rational, decisive, confi- dent, and objective--items which comprise the decision-making scale. 47 TABLE 4.--Item Composition of scaiesa Extroverted Leader Independent Achievement due to skill Active Competent Dominant Rational Decisive Confident Objective Person Oriented Supportive Sensitive Other-centered Math Ability Unemotional Leadership Introverted Follower Dependent Achievement due to luck Passive Incompetent Submissive Decision-making Sociability Irrational Indecisive Lack confidence Subjective Task Oriented Unsupportive Insensitive Self-centered Academic Skills Affect Verbal Ability Emotional aThe first adjective in each pair was rated 1, the second 7. TABLE 5.--Scale Intercorrelations 48 Decision- Academic Leadership making Sociability Skills Affect Leadership 1.00 Decision- making .66 .OO Sociability - .39 .50 1.00 Academic skills - .19 .31 .26 1.00 Affect .09 .06 .04 .22 1.00 49 me. v a imam; comm; 3.... 1:11 i—MN... amwm. emwn. canon-.00 Lofic .ooeoueouivpom ampn. cmov. asp. ammm. opom. ommp. moo.i o>vuuunnam -2383. amnv. «mmm. «can. exec. «mam. «ace. nmo. os—mmpsaam nucacvsoa aoom.- a~o~.- moo.- ope¢.- omo.i comm.- mm—. o>—u_mcom:~ io>—u.ncom ammm.- apom.u m~—.- amso.i oopn.- «som.- «my. o>_ucoaa:m== io>pacoaaam «so. soc. mmo. mac. amp. 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Please rank the three jobs you believe are most representative of traditionally female jobs and the three jobs you believe are most respresentative of traditionally male jobs. For the traditionally female jobs use: 1F, 2F, and 3F for your ranking. For the traditionally male jobs use: 1M, 2M, and 3M. Also please indicate your gender at the top of the page. Thank you. _____personnel administrator _____mail carrier ______medical technician ______carpenter _____social worker _____bank executive _____nuclear chemist _____school teacher ._____clerk _____travel agent ___1ibrarian ___professor _____stock market broker ______chemical engineer _____dietician _____nurse _____keypunch operator _____manager _____nutritionist _____economic analyst civil engineer day care administrator APPENDIX E Job Descriptions 66 APPENDIX E Job Descriptions M29. Renders general nursing care to patients in hospital, infir- mary, sanitarium, or similar institution: Administers prescribed medications and treatments in accordance with approved nursing tech- niques. Prepares equipment and aids physician during treatments and examinations of patients. Observes, records, and reports to supervisor or physician patient's condition, and reaction to drugs, treatments, and significant incidents. Rotates among various clinical services of institution, such as obstetrics, surgery, orthopedics, outpatient and admitting, pediatrics, psychiatry, and tuberculosis. May assist with operations and deliveries by preparing rooms, sterile equipment, instruments, and supplies, and handling, in order of use to surgeon or obstetrician. May make beds, bathe and feed patients, and assist in their rehabilitation. May serve as leader for group of personnel rendering nursing care to a number of patients. 67 Industrial Engineer Performs a variety of engineering work in planning and over- seeing utilization of production facilities and personnel in depart- ment or other subdivision of industrial establishment: Plans equip- ment layout, workflow and accident prevention measures to maintain efficient and safe utilization of plant facilities. Plans and over- sees study and training programs to promote efficient manpower utili- zation. Develops and oversees quality control, cost control, inventory control, and production systems. APPENDIX F Resumes and Credential Forms School: 419 Park Lane 68 Michael Allen Fitzgerald Home: 27346 Cowman Drive East Lansing. MI 48823 .‘ Troy MI 58843 (517) 332-0457 Job Objective (614) 458-2227 a position in a medical care facility where I can use my personal skills and educational background to benefit the patient. Education 1976 to June 1982 8.5. Nursing Michigan State University East Lansing. Michigan 48823 Overall GPA 3.45/4.0 Employment Experience Summer 1980 Summer 1979 Personal Undergraduate Nurse. Float Team. Ingham Medical Center. Lansing. Michigan 48910. Duties included assessing. organizing. and implementing direct patient care and charting on any of ten units in the hospital. Nurses! Aid. Meadovhrook Medical Care Facility. Bellaire. Michigan 49615. ‘ Given responsibility for attending to own patients. Duties included bathing patients. preparing sits baths. administer- ing enemas. and making judgments on incisions regarding antiseptic treatments. Birthdate: 2/13/58 Health : acellent Marital Status: Single References Provided upon request. "MOON“ OIJECflV! EDUCATION 69 . mcmcm A Ens-define. m a: 31 re unweasm d i ' PuuiuaHIEMMESlulummguuugnaua “ " - Immanuel-new puss: butane-es MM“ Manama I -_ mk‘ 3‘ ‘ ' ““7;— mamas, ...: Eitzaerald Michael A. “r 765456 men “Law 7- w-ebeeeo fig “C‘s au~.__§12_2§:3 E99. East Lansing. MI 48823 "__ (517) 352-1662 m“ W‘ Y._ _ 0.8. lichens! ~ “ melmmuM-Sab one—mm. 'NmMsMfimmmwmmuhue-n 33.... Nurse nus-e . WWO one-sumac! ...“... Michigan. Midwest Uta—dwelt." ill-.- MI Mahdi-t more. ' “""" 'z-r ‘0 " '2:- -- “m ““1323?" Michigan State 9/ a. Nursing 3.6 ' 3.45 Mniversity. Pr an East Lansing. MI 48824 WWWMGWMINMWMWW3M flotilla-e. _ EDUCM’DON moss MY: EMflOVMEM ("HER INFORMAYION ram: 8 ._..__. __ __ Other (one. team. .— fig“; mm ‘ ::_. Ingham Medical Center. Undergraduate Nurse 50 Lansing. MI 48910 Meadovhrook Medical Care Nurses' Aid 40 Facility. Bellaire. MI 49615 Niels.- Me- agan-w 10% lav-ed Sumner work. mean-imam Jay Curtis Dr. John F. Stanley Professor/MSU School of Nursing Ingham Medical Center Ovhso Hm fined mete-II. Miles. on.) LEE-Fm wmmuMmu-m WM— mmnmm umawmmmmmwwmmmdumammnw wmwawummamanusmmmmmummummmmmmum "ICNOGAI "A?! WIVIMM MCIIIIY mvocu l3 CMWID '0 NULL momm Ml“? NICI'LU AND MOTICB. PRESENT ADDRESS 240 River Street East Lansing. Michigan 48823 (517) 352-1662 morassiomz. mm: 70 JOHN ALBERT MITCHELL PERMANENT ADDRESS 1645 North Michigan Avenue Adrian. Michigan 49221 (313) 487-2562 1 would like to administer and care for ill. injured. convalescent. and handicapped persons in a hospital or other health care facility. EDUCAQION September 1976 to Present WORK EXPERIENCE Summer 1980 Summer 1979' PERSONAL DNEA Date of Birth: 3/12/58 Marital Status: Single Health: Excellent REFERENCES Available on request. 8.5. Nursing GPA 3.4/4.0 Michigan State University East Lansing. Michigan 48824 Nurses' Aide.'health Central. Lansing. Michigan. Prepared patients for examinations. transported patients to treatment units. Took vital signs of patients including temperature. pulse and respiration rate. Applied compresses and hot water bottles. Roselavn Manor Nursing Home. Lansing. Michigan. Assisted nursing home staff in patient care - bathed patients. took vital signs. emptied bed pans. gave enemas. douches. massages and alcohol 7'l a... a... mum SYATE uuwsnsm ' gnu-Ino- 6 , 82 was? am. he w... W 4.24 i "u" "T. ‘---.. mama-awn: mass and... rum WV ' 1 “‘1‘ ‘ ” “‘ ‘ ‘ l? ‘4 ‘M‘T; .ms—mmu N..- Mitchell John A. ' W' 845324 5.: W 3 22'... Adrian MI 49221 (313) 487-2562 mus-m - 1. M—W— § Wm... 40 River Street East Lansing MI 48823 _ g Y. Mun-suns Ca; MW 3 v... ...: W.Mh_854=28=9.811_‘__ amsrw 'ummammommsmmmmumu ' ""o' Position as a Nurse E MD“ ‘ '“ lanes—l g mam-ID Manuel: neon—u Midwest Ins-dram a... w. _ "II- I ‘22:: Michigan State 3.6 3.4 University East Lansing. 5 MI 48824 b 3 g “www.mmtdwwmmwtm I“ dietitian EDUCATION names on“: trim: E _.___.. ..___- ._ Ola-Hm :— ; ...—a a‘Ia-dlee‘en- “a" ...-2" S“: 5 Health Central. Lansing. Nurses‘ Aide 40 S 80 3 .Michigan 48876. d L i. Roselam Manor Nursing Home Assisted nursing home stafi 40 S 79 Lansing. MI 48875 in patient care. SCsllags Me- mes-nu 15% and Sunset Earnings. 2 mtmwum 8 Mary McElroy R.N. Susan Tomlin R.N. Other referen § Health Central Roselavn Manor Nursing Home available . g mumusoaemmn. ‘2‘ 5 NM ' ‘ ‘ g wm—unuoW # ”w ”343 mm MASINO‘I'I: n'muumummwuuwmmmdmadmmnm (Fwwmmmmuflfltmnflmmmwuhswmmmfhmmmnmdup mcmoam 81a" umvmm vacuum seamen '8 Gown") 10 man. mouse: owe-1m: nucleus no warez; 72 Rose St. Mary W W 387 Durcham Drive 437 Jones St. - East Lansing. Michigan 48823 Marquette. Michigan 49885 Telephone: (517) 332-5018 Telephone: (906) 226-9832 W To gain a position in a health organisation. preferably a hospital. where I can use my skills to promote health. prevent disease. and provide nursing therapy. W Michigan State university East Lansing. Michigan 48824 8.8. degree in Nursing (June 1982i GPA 3.4/4.0 W Summer 1980 Summer 1979 W Single Excellent Health Undergraduate Nurse. Mason General Hospital. Mason. Michigan 47753. Responsible for'attending to several patients. Eathed. dressed. and assisted patients in walking and turning. used such equipment as catheters. tracheotomy tubes. and oxygen supplies. Observed patients and reported adverse reactions to attending physician. Fostoria Nursing Home. Marquette. Michigan 49853 Prepared food trays and fed patients. Recorded patient food intake and output. Dressed wounds. gave enemas. alcohol rubs and massages. Birthdate: September 9. 1958 W Available upon request. 73 Fens Me. MICHIGAN STATE UNIVERSITY WOU- memo ' SE . he _ . . 4.24 sedans-J... ...32_" M07!!!" ”(HMS ' m ‘ hm . WV ' A ‘1‘3-1—1 ‘ ‘ 41.1.1 ‘ “-7 ‘ ' L“ .; manna-a has,“ m‘___na:£._ Rose St. 9:" 897654 W Means . 2 us...- 49885 906 226-9832 tense-else“! - a-ss § Addvsu ... V 380% M11311! . H1 (517) 333-5018 ¢ w PW. 1' ".- Sade may .Am 5 ”5- 'M'md h Van-In No.1 “Ga—344.93 cess-mus 'ummcwmmmmmmmau-mu W 1 § mg... Nursing Position. 8 w g nu-eneseoutl ease-scout] Inna-u Midwest ...-......” ........ 125,31 ......- .......... arm—I ‘“"'"' m- 1. " a... I __ he!” ”an.” Michigan State 9 . 3 55 afiiE=L_____ university Pr en ' ‘ East Lansing MI 48823 § 8 3 Mason. PM we... Gena“ 1".“ level, I” a eel/stake; . mills.“ EDUCATION was: UGLY: lMPLOYEI Manson: nmaumnmmwummmumummdmmnm «Immune-ammoimammmmmummmmmmmmm was» Insole-«Mich: E _— _— .— Omani-sunset”— ; :5 a“. ‘ vet“; w: ...: ’11-”: '5 Mason General Hospital Undergraduate Nurse 40 S r ad 3 Mason. Michigan 47753 g Postoria Nursing Hone Nurse Assistant 40 S r 79 "' Marquette. Michigan 49853 . LCeIegs Me- ‘ i , 10% I | Savings from Sterner Work. 5 mute-ea. rune-em . .1: Janet Rubin R.N. Kathy Stevens Other references E School of Nursing M.S.U. Mason General Hospital available on request § OIheHWIiseed mum“) . 5 5 “AL I ' 1 l g wheat-Mum W— flé‘i Z mcmdas sun umvusm nacnum mots us cons-nus 70 noun uneven: mum" mutants sue menus. 74 Susan Marie Burcham Address: 201 Milford St. 1666 Ronnie. Lane East Lansing. MI 48823 Livonia. MI 48154 517 - 353-8887 313 - 464-8951 ' Personal: Marital Status: Single .Date of Birth: 4/1/58 Health: Excellent Employment Objective: To be connected with a clinic. hospital. or private nursing home where I can use my nursing skills for the benefit of the institution and the welfare of the patient. Education: September 1976 to present 3.5. Ru.inq GPA 3.5/4.0 Michigan State University East Lansing. Michigan 48824 . \ Work Experience: Summer 1980 Nurses' Aide. Homemaker's Upjohn. Eearborn. Michigan. Applied compresses and hot water bottles. Cleaned. sterilized. stored. and prepared dressing packs. treatment trays and other supplies. Answered various patient needs including bathing. dressing. and running errands. Summer 1979 Nurses' Aide. Sunnydale Farms Nursing Home. Ypsilanti. Michigan 57321 Fed patients. transported patients to treatment units. Recorded patients temperature. pulse rates. respiration rates. Responsible for directly oversee- ing seven patients. References: Available on request. "DONAL OIJICYWI EWCANON 888'“)me omen INFORMAYION 75 MICHIGAN A “a" m- :1 TE UNIVERSITY d . mum.umw.m. ‘4'. ‘32". M01“ m ' W baa-bee : Sass mm - ; --:.;~--A----._~..- -;_ ...... ...... ‘ Sues-u Meme ”mu—4&Wmia—M4 17—"... 313 ang Adieu 2 lbs _ - V. “I“ us . a m m -x_ Sees See-Iv Ma ‘55‘37'9355 cm- yes 3':st 'ancmmmmmwmmwm—a :3... Nursing Position - hen-u memo maul: nee- Illinois. Michigan. Anywhere in the HEast Lansing ~d~ow ! w “dim W” fl-m' " ans-ss- _ new w Michigan State 3 6 3 5 University ' ‘ Michigan 48824 ”memo-eacnummmmmmwlm “U“...- I donut-e: E _— — Omen-sunset" .— ‘-..:.......' 4...: ---'- :5. .17“: Rainmakers Upjohn. Dearborn. Nurses' Aide 40 S r 19 Michigan. Sunnydale Farms Nursing Assisted nursing staff. 40 S 19 ' Home. Ypsilanti. Michigan 3C" Ms- . £ , 10 x i I Smer work. Minivans-seem Dr. John P. Stanley Janet Gottschalk R.N. Other referencej Homemakers Upjohn Sunnydale Farms Nursing Home available on WWmmMml rm.——— “yids-syhsvslsasdlse-slsyen M‘— ("atonement“muummMmmummmmemmdmmnm cwwm-MMMMiflfleflmmmmmuhmmwmmmmmdtm NOCAIOAM "A?! WIVIm vacuum WC“ '8 CWWOD 70 COU‘I. moo-m WWWV ”ICON.“ A” essences TEMPORARY ADDRESS 214 Van Hoosen Apts. 76 DENICE M. RARKE PERMANENT ADDRESS 342 Ninry Drive East Lansing.M1 48824 Rochester. MI 48063 (517) 355-1679 PERSONAL (313) 651-1913 Birthdate: August 7. 1959 Place of Birth: Rochester. Michigan Health: Good. PROFESSIONAL OBJECTIVE To obtain a position in industrial engineering that has potential for advancement and responsibility. EDUCATION Sept. 1976 E0 "GOODE EMPLOYMENT June 1979 to Present Part-time May 1977 to March 1979 Part-time Dec. 1975 to Aug. 1976 Part-time REFERENCES Michigan State University. East Lansing. Michigan. 8.3. Industrial Engineering GPA 3.3/4.0 Fatigue and Fracture Lab.. Division of Engineering Research. Michigan State University. East Lansing. Michigan. Research Laboratory Assistant: Responsibilities - Design Drafting. Computer Programming. Metallurgical Studies and Fatigue Testing. Supervisor: Dr. John F. Martin Curly's Fruit Market. Rochester. Michigan. Cashier.stock clerk: maintained stock and ordered inventory. Transferred to delicatessen. Manager: Tony Salvia McDonald's Restaurant. Rochester. Michigan. Crewperson: served customers. operated register and performed janitorial duties. Furnished upon request. PERSON“. OIJECTM 77 m. MICHIGAN STATE U NE” “6 E ‘ .‘ '8. 2 PM seams. m M w m MOT“ m m I.” . mm - S'S-oo WY ‘ ’1 7:31.32.‘ ' A- "‘7‘“ ‘ “-7 ' ' M- , “him...“ - 5“ ”...W M 2fi543§ w I . Mens 3 ‘ HI 48063 It... £313L5514213_- ‘ “I'- ~ “use: To “‘33? 7 inc-"MW MW v. " us a I d Velslsn m : use we “M7121 adamv: ”' 'ummowmmmmmmmu‘m- M TypssO‘ mound Position in Industrial Engineering w WWO want]. as...- None _ __ “ ...“... , ...... um “dw‘_m p: |. 88"“1 e. L h ”I ”E” Michigan State 9/7 t 8.8 Industri L 3.5 3.3 University pr en mgin ing East Lansing. MI 48824 EDUCATION MWWWQWMTMMWMMWTmQ end/stakes. EDUCATION nuns: GILT: P rim: EM— m— fi— m‘mmO — :r - A. Air ...—.8... ~— ...-...... 5 was-s eds-sand!“ ...-i use To g Fatigue and Fracture Lab.. Design Drafting. computer Part- 6/79 pres< o Division of Engineering Programing. Metallurgical time nt g Research.M.S.U. Studies and Fatigue Testing uh Curly's Fruit Market. Cashier.stock clerk: main- 20 5/77 3/79 Rochester. MI tained stock and ordered inventory. . 1b 277: 7178‘ WM 50:: w Part-time work at Division of Engineering Research 5 lsIesessssle—se fish-“m .. Dr. John F. Martin Tony Salvia, g Division of Engineering Research.M.S.U. Manages. Curlx'i Fruit Market 3 0...ch mam-m E x A W - J ~ ~ ~ g w. uposcs-qa-me W, O ‘5 “'1 o mnemnsntm “memmmmmmuwmmmds‘aummnm tFmivEWRWefltheyAadtmlmmmmmmmthsasuwmflsmmmmdm m. mcmoas m1: news-em naps-Iss1 met: I: toss-nee to sous; moves-7 must" nucleus auo seamen. 78 EVE ST. CTR LOCAL ADDRESS HOME ADDRESS 345 Burcham Drive 438 East Prospect Street East Lansing. Michivln 48323 Marquette. Michigan 49885 Telephone: (517) 332-5018 Telephone: (906) 226-9832 PERSONAL DATA Single Birthdste: September 9. 1959 U.S. Citizen Excellent Health CAREER OBJECTIVE Seeking a position requiring performance of a variety of engineering work such as planning and overseeing the utilization of production facilities and work study programs. EDUCATION B.S.. College of Engineering. Michigan State University. June.1982. Major: Industrial Engineering. GPA 3.4/4.0 EMPLOYMENT - . Teaching Assistant. Mathematics Department. Michigan State University. East Lansing.‘Michigan. September. 1979 to March.1981. Undergraduate . Assistant in introductory Algebra and Trigonometry courses-stressing practicalhapplications and techniques. Tutor. Athletics Department. Michigan State University. East Lansing. Michigan. January. 1980 to December. 1980. Employed by the Athletic Department as a tutor for approximately twenty students in a study- hall. Responsibilities for piding student athletes in different levels of physics. mathematics. or accounting. Assistant Accountant. Marquette Business Service. Marquette. Michigan. Summer 1979. Acted as an accountant answerable for specific financial management of small businees accounts in the Marquette area. Duties included knowledge of basic office management and bookkeeping skills. REFERENCES Supplied upon request. "NM“ OIJICTIV! EDUCATION 79 Fens Me. Ila-«CAN STATE UNIVERSITY rec-40e- . m “m. I. Ll... W “l i as 32—. mm m ”””' _ ' Save my ; ‘34-; h" ‘ ““7 ‘—-‘ ‘ ‘ ‘“ ‘; mamas-as. Sides! 23:. .438 East prospect Street Marquette..MI 49885 vane-essay _E——: 1. L Eds-E “WNW“. - v... _ _ ' us a Maw-‘wmue. 6 046 wmvb"d 'ummaawmcmwmmmmsu-m‘ ‘ Tye-O. Iuaouue Industrial Engineer 1“ nee-masonsCJ cues-seeeCJ pee-nu None haw-he.- ll.- ml Wild. ”an. m‘ S I“ ._ To U ~ u M” “.4?” Michigan State 9/ 6to 8.5 Industrial 3.5 3.i University e t Engineering East Lansing. MI 48824 mMMMuWWTMM'an-mufesd!” sailed‘m EDUCATM moss ONLY: EMPLOYMENT OTHER INFORMATION meant-m: IM— __ _— Onset waste n :,____'i‘ ' ' DsI-e-d'es - seen-syn ens-ea sale-dismiss. ...d I. i. Michigan State University. Teaching Assistant. Under- 20 9/79 3/81 East Lansing. MI 48824 graduate assistant in intro Algebra and Trig. courses. Athletics Department Tutor varied 1/80 12/86 Michigan State University. Marquette Business Service Accountant for smallggaénaii 40 S 579 ::;‘ Teaching Assistant and other employment mm'esfls-esdm A Dr. Namath Frongmote Carolyn Sawyer John Hill _Begafitment of Mathematics Marquette Business Service M.S.U. Athletic Dept °~fihh;;~’fi_‘ahnflm‘"ihuflmJ 4~Merqeeeeer—Miehegenec 'Zlififihffiflifi . L I‘lg! wflombMI-m Mr 4 0' summation: MMdfimhmuMuWWmmdSseudmmfl-U «Minimum-Tswana!mummempMsss-saumfihmmmmdm mcmcnm mm uswsssm sues-an mess I: toe-amp :o MAL moves-n onoswwmr "It!“ and vastness. Thomas A. Address: B122 Butterfield Hall Michigan State university East Lansing. Michigan (517) 355-1410 80 Zielinski 16666 Ronnie Lane Livonia. Michigan 48154 (313) 464-8951 After June 7th. Personal Data: Marital Status: Single Date of Birth: September 11. 1959 Place of Birth: Detroit. MI mum:n«nmt Employment Objective: An Industrial Engineering position which will allow me to pursue a career through combining technological awareness with non-technical related areas. Specifically general engineering duties related to quality control systems. workflow pians. and accident prevention programs. . Education: ° Michigan State University. East Lansing. MI 48824 Expected Degree: 8.5. Industrial Engineering. June 1982 GPA: 3.35 on 4.0 system. Employment: Resident Assistant. Office of Residence Halls Programs. Michigan State University. East Lansing. The Resident Assistant (R.A.) is a full-time student and a part-time member of the Resident Halls staff. The R.A. has some degree of responsibility for the entire residence program with specific emphasis being given to the approximately fifty students in the "house“. An R.A. is responsible for community building and dealing with students rights and responsibilities. The R.A. also performs management and resource/referral functions. Aluminum siding applicator for Redford Aluminum. 14646 Riverside. Livonia. MI 48154. Mel Benstead. Supervisor. Originally hired in 1973 as an assistant. eventually became a summertime partner. References: Available upon request. 81 I M RIVERS!" hose-40s:- rm:- '°"'°"' 9“" " ...-...... 41.32 PumflflNTSflwtflhfinL-dniflufinnflfln . ” 9 neurhnncspneuu luau! . Tune.- 3' . pm . » - 3 WV ' ; ‘Z‘wh‘ ‘ “‘“*___....‘ 2‘ ' ‘ ‘- L: mums.“ “ ‘ zielinski Thomas Allen ‘”*" 657435 2 :3.- 4815‘ 'hsss T Washes: To lit-Cass , W 8122 Butterfield Hall M.S.U. East Lansing MI 48824 (517) 355-1410 Address—1.7 j Fuses—W VO— “"7 us. I : e a. E ymquSseISsmsvaeJEJ—m - owns—v: ”' ‘Nmflaflflsmmmmmmsh-sMee E 2:33' ' Industrial Engineering Position 3 Ines-s g neeensseosCJ aneseseweEJ sues—n None . A1“::lfl""“ -difi— but :2.“ ”a..." Michigan State ing 3.45 3.35 University East Lansing. g Michigan 48824 6 goeum.wean—sonuueeacusuc-euaemenneuinauseaAnnounquuuasuuuueuq “mush. ' . EDUCATION MS MY: OTHER INFORMATION dew: m— _ — Ometslssseassum —— 114 ‘ ‘ , ‘ hue-diam h “w 5 ens-a sees-dismisses _ sues-a has I. E Office of Residence Halls Resident Assistant 40+ 9/78 to 2 Michigan State university Pres t 3 East Lansing. MI 48824 U Redford Aluminum Aluminum siding applicator 40 S r 74 14646 Riverside 7 7 74 L a s 154 I“ a B— twisted 40% use Sumser Hork.Resident Assistant position Isle-sass lass-ea. Fashions“ Mdnssssl John Culter Mel Benstead Other references Office of Residence Halls(MSU) Redford Aluminum available on 0040: He's-sues (Se-i lsIsvesn. Nether. em.) W m ’ *r . uyuooneonu-anm-ebns 'II1ulEldidggéflflhilhh________h.1L1&Qy____ IMMYIIWNOTI: nmeseWMnussow-mmmmmmdmaammnm (Femswlwmmma"mesons-slimmmnhsvsstesmmmsfhmmmfiemndms M . "ICNlOAN STAT! vacuum PLACE-INT IMO“ I! con-snap TO IOUAL “MINT ”TU-"V MEIR“ AND HACTICII. E32 ANTHONY A. MESSINA Permanent Address Present Address 3248 Essex 7225 Grove Troy. Michigan 48084 ' East Lansing. Michigan Telephone: (313) 649-5147 Telephone: (517) 351-6506 JOB OBJECTIVE A position in an engineering department where there is an opportunity to use my acquired skills to plan equipment layouts. study production workflow and perform a variety of other engineering work. EDUCAIION September 1976 Michigan State University. East Lansing. Michigan. to Present 3.8. Industrial Engineering (June 1982) ‘GPA 3.3/4.0 EMPLOYMENT EXPERIENCE Summer 1979 Somerset Inn. Troy. Michigan General Maintenance Summer 1978 Ford Motor Company. Dearborn. Michigan. Maintenance. Performed various maintenance operations required to insure efficient operation of electrical substations. Gained exposure to highly sophisticated -.maufacturing processes implemented in the production of an automobile from raw materials to finished nroduct. Summer 1977 Ford Motor Company. Dearborn. Michigan. Initially on production. advanced within three weeks to Glass Bending Lehr Coordinator. Responsibilities included organizing windshielda in a coordinated arrangement for the bending furnance and maintaining a constant supply for the workers through close contact with department foreman. Made suggestions and implemented changes to efficiently increase shift quota. Summer 1976 Smith Bicycle Center. Troy. Michigan. 1975 Salesman. Duties included the sale of bicycles. minor repairs and inventory control. Promoted twice and achieved highest total sales for the months of June 1975. July and August 1976. PERSONAL REFERENCES Birthdate: 1/28/58 Provided upon Marital Status: Single request. health: Excellent 83 ,,, ummmuusuwsumwtmmw ‘-~“*' I." dMJ—i mum.usmwm “" mmmcuum ms: ' bad- m ‘ - 3'3“ MT Tumueifl," A “ ‘ “ W~ ‘ 4"- - - --—- —- -"-l"“‘““‘r“ .... usssina Anthgx A. we“... ‘ 25‘513 Meme WW WWW 2 ‘ § mm“ 1225 figfl-‘a get mug nigigan 43324 ...... up; £35.55ng - O f mt} “whh 331-46-9834 & ya. 5.3.1.... 'umMeMQ-anmmmmmnbmu E TypesOI I ,_ MM ndustrial Engineer 8 ...-.... g Mid-solo unease-so he... None “nil.ewmusm ‘r‘. m[ 1- W“ .- 30". "a... Michigan State 9/7 to S. . Industrial mgineerim 3.5 3.3 University. Pre t East Lansing. aI'll 48824 .- 3 g MMWMuWWlfimmmMWI-fln '0 “I'M“ EDUCATION m OMT: I—de: tw— —— _ m I” ”I _ 5 if.» zuém. d... h: a: i. U 3 Somerset Inn. Troy. MI Maintenance. 40 S r 79 g Ford Motor Company. Dearborn. Maintenance of electrical 50 S r 78 3 MI substations. " Ford Motor Company. Dearborn. Production. Glass Sending 50 r 77 MI Lehr Coordinator. . ‘ Smith Bigcle Center. Troy. gfi Salesman. 40 S r 76‘ tallest Ms- e—aa-utan-e 40% was: Sumner work. 3 Mites-seamed“ .t Jeff Mayer . Jack Neffzinger Other references available g Manager/ Somerset Inn Superintendent of Operations/Ford Motor Co. 3 OvMHthnnsnMem.) ' i ‘ At. A 1 P MyIIsI-ytscsls-sdosesmlsyem o . smmvnmmnmuumflammmu mummummdmmu-am (FwWRWNMMdImmmmmmMUMsas-mmflhmmmmnmdthe Me. MCMIOAN STAT! umvsssm MCI-INT moss II toe-"so TO IOUAI. mm mm "NONI.” AND “6"an APPENDIX G Job Qualifications Forms 84 APPENDIX G Job Qualifications Forms XYZ County Hospital: Qualifications for General Duty Nurse Worker Requirements Bachelor's degree in Nursing Cleanliness, good health, freedom from communicable diseases Ability to perceive differences in anatomical components Facility for relating to people and an interest in their welfare Performance on the General Aptitude Test Battery (GATB) has been found to be related to success on the job. Therefore, we require all of our potential employees to take the GATB and score at the following levels: General Aptitude Test Battery Scores (GATB) *6 Intelligence 2-3 *V Verbal 2-3 *N Numerical 3 *5 Spatial 2-3 *P Form Perceptions 2-3 *0 Clerical Perceptions 2-3 *K Motor Coorindation 2-3 *F Finger Dexterity 2-3 *M Manual Dexterity 2-3 E Eye-Hand-Foot Coordination 4-5 Color Discrimination 4 * = Essential for average successful performance Scores range from 1 to 5 with 1 representing the highest score and 5 the lowest. 85 On-the-job situations Nurses at our hospital must be able to adjust to the following situations: 1) Situations involving the necessity of dealing with people in actual job duties beyond giving and receiv- ing instructions. 2) Situations involving the precise attainment of set limits, tolerances, or standards. 86 XYX Corporation Qualifications for Industrial Engineer Worker Requirements Bachelor's degree in Industrial Engineering is a minimum education requirement Success in college engineering courses Expressed interest in working in an industrial environment. Performance on the General Aptitude Test Battery (GATB) has been found to be related to success on the job. Therefore, we require all of our potential employees to take the GATB and score at the following levels: General Aptitude Test Battery Scores (GATB) *6 Intelligence l-2 *V Verbal l-2 *N Numerical l-2 5 Spatial 2-3 F Form Perception 2-3 Q Clerical Perception 3 K Motor Coordination 4 F Finger Dexterity 4 M Manual Dexterity 4 E Eye-Hand-Foot Coordination 5 C Color Discrimination 5 * = Essential for average successful performance Scores range from 1 to 5 with 1 representing the highest score and 5 the lowest. 87 On-the-job situations Industrial Engineers in our corporation must be able to adjust to the following situations: l) Situations involving the direction, control, and planning of an entire activity or activity of others. 2) Situations involving the evaluation (arriving at generalizations, judgments, or decisions) of information against sensory or judgmental criteria. 3) Situations involving the evaluation (arriving at generalizations, judgments, or decisions) of information against measurable or verifiable criteria. APPENDIX H Questionnaire and Instruction Form 88 APPENDIX H Instructions This research will increase our knowledge of how recruiters, such as yourself, use various pieces of information about job applicants in arriving at decisions concerning job candidates. You will find a job description, qualifications sheet, and resumes (with attached test scores) for the applicants for two-jobs: Nurse and Engineer. Please read the job description and look over the qualifications sheet and the resumes of the applicants for the job. Then complete 7 the accompanying questionnaire. Please do this for both jobs. All responses will be confidential. Your responses on the question- naire will not be associated with you or the organization you work for in any way. If you are interested in obtaining the results of this study, please leave you name and mailing address with the research team. Thank you for your participation! l. 2. 89 Questionnaire On the basis of the information you have concerning each of the applicants for this position. how likelp is it that pou would recon-end that each applicant continue in the selection process? Circle one reepppse for each applicant. extremely extremely unlikely likely Applicant A l 2 3 b 5 Applicant I l 2 J ' b Applicant c I 2 3 A 5 Applicant D I 2 3 A 5 low qualified do you feel each applicant is for the job? Check the appropriate respgpse for each applicant. Qualified Qualified lot with qualified reservations Applicant A Applicant I Applicant c Applicant D Suppose you had to choose only one of the applicants for this position. Based only on the informntion given, which applicant would you choose? Circle one. Applicant A I c 0 late the one individual you chose for the job on the basis of the following characteristics. Place an x at the point on the scale which best represents the individual. Complete each of the scales. Do not leave pp! blank. Example: I ;!< p 14* JL 1 l Calm I T I AnsIous l l l l l l #1 l l l l I l l Task Person Oriented Oriented 90 I I I I I I I I If I I I I I Feminine Masculine L I I I I I I I I I T I I as troverted Introverted L I L I I I I I I I I I j Follower Leader I I L I I I I . I I I I I I I Rational Irrational I I I I I I I I I I? f I r I Dependent Independent L I L I I I I I I T I I I Dec is ive Indecisive L I I I I I J I I I I I I I Verbal Ability Math Ahility g I I I I I I I I I I f I 1 Achievueet Achiev-ent Due to Skill Due to lack L I I I I I I I I I I I I I Passive Active L I I I I I I I I I I I I Can! ident Lack Confidence L I I I I I I I I F I I I I Incompetent Competent L I L I I I I I I I I 1 1 1 Unemot ional ”tional L I I I I I I I I I I I I Support ive Unsupportive L I I I I I I I I I l I I I Sens itiva Insensitive I I I I I I J l I I I I I I Attractive Unst tract ive 91 I L I I I I I I I j T I T I Dominant Submissive I I I I I I I I l 7 I I I 1 Objective Subjective I I I I I I I I I I I I I I Self-centered Other-can tered 3. Describe the "ideal applicant” for this position -— the individual you feel Check one reams for each catppog. will he a definite success on this Job. MC! SCHOLASTIC ACMIEVDIEIIT CONN!“ INVOLV mm Male Iqale Doesn't Matter Ilack white Asian Spanish Inerican Doesn't Matter 3.50 - I.” 3.00 - 3.” 2.50 - 2.” 2.00 - 2.” 1.50 - I.” 1.00 - I.“ below 1.00 Doesn't Matter Very Active Fairly Active Neither Active nor Inactive Fairly Inactive Very Inactive Doesn't Matter fl __ I! or Ielow __ 20-29 _ 30-39 __ I049 __ 50 or Above _ Doesn't Matter MARITAL _ Single m _ Married _ Married with children _ Doesn't Matter PITTSICAL ATTRACTIVDIISS Very Attractive Somewhat Attractive Neither Attractive nor Unattractive Somewhat Unattractive Very Unattractive Doesn't Matter 92 EDUCATION LEVEL TYPE Some high School Technical School Migh School Graduate Junior College Some College College or University College Graduate Doesn't Matter Some Graduate School Masters Degree Doctorate Doesn't Matter 6. One definition of whether a Job is traditionally male or female is the extent to which members in the job are of one see or another. Now traditionally male or female do you feel this job is? Circle one. I 2 3 I 5 Traditionally Somewhat Neither Somewhat Traditionally Mala Traditionally Traditionally Traditionally Female Male Male nor Female Female 7. How important is the person's physical attractiveness for success on this job? Circle one. I 2 3 t 5 Very Somewhat Neither Somewhat Very Important haportant Important Uninportant Unimportant nor Uninportamt I. Now pppsicsllp attractive is each job applicant? Circle one resppppe for each applicant. Very Very Attractive Unattractive Applicant A I 2 3 I 5 Applicant I I 2 3 I 5 Applicant C I 2 3 t 5 Applicant 0 I 2 3 6 5 9. ll. I2. 93 For successful performance of this job ...... (circle one teams for m) Not at all Moderately ktremely necessary necessary necessary Analptical Skills are: I 2 3 6 3 Qantitative Skills are: l 2 3 I 5 Verbal Skills are: I 2 3 b 5 Inteppersonal Skills are: I 2 3 b 5 what is your sex? Circle one. M F Now many months experience do you have in recruiting? List some en-ples of the types of jobs for which you recruit new uployees. REFERENCES REFERENCES Anastasi, A. Psychological testing(4th ed.). New York, Macmillian Publishing Co., Inc.,’1975. Arvey, R. D. Unfair discrimination in the employment interview: legal and psychological aspects. Psychological Bulletin, 1979, §§, 736-765. Banas, C. College women aim for traditional male jobs. Detroit Free Press, 28 February 1981. Bandura, A., and Walters, R. Social learning and personality develop- ment. New York: Holt, Rinehart and Winston, 1963. Bardwick, J. M. and Douvan, E. Ambivalance: the socialization of women. In J. M. Bardwick (ed.), Readings on thg_psychology of women. New York: Harper and Row, 1972. . Berscheid, E., Dion, K., Walster, E. What is beautiful is good. Journal of Personality and Social Psychology, 1972, g1, 285-290. Bershheid, E, and Walster, E. Physical attractiveness. In L. Berkowitz (ed.), Advances in experimental social p§ychology (vol. 7). New York: Academic Press, 1974. Bolster, B. I. and Springbett, B. M. The reaction of interviewers to favorable and unfavorable information. Journal of Applied Psychology, 1961, fié, 97-103. Brief, A., Schuler, R. and VanSell, M. Managing job stress. Boston: Little, Brown, and Company, 1981. Brigham, J. C. Ethnic stereotypes. Psychological Bulletin, 1971, 76. I5-38. Britton, J.0. and Thomas, K. R. Age and sex as employment variables: views of employment service interviews. Journal of Employ- ment Counseling, 1973, Dec., 181-186. Brown, D. G. Sex-role preferences in young children. Psychological Monographs, 1956, 19, No. 14 (Whole No. 421). 94 95 Brown, 0.6. Masculinity-Feminity development in children. Journal of Consulting Psyghology, 1957, 21, 197-202. Brown, D. G. Sex-role development in a changing culture. Psycholo- gical Bulletin, 1958, §§, 232-241. Byrne, 0., London, 0., and Reeves, K. The effects of physical attractiveness, sex, and attitude similarity on interper- sonal attraction. Journal of Personality, 1968, §§, 259-271. Cash, T. F., Gillen, G., and Burns, 5. Sexism and "beautyism" in personnel consultant decision-making. Journal of Applied Psychology, 1977, pg, 301, 310. Casio, W. F. Appligg_Psychology in Personnel Management, Reston, Virginia: Reston Publishing Co., Inc., 1978. Cecil, E., Paul, R. J., Olins, R. A. Perceived importance of selected variables used to evaluate male and female job applicants. Personnel Psychology, 1973, gg, 397-404. Cohen, S. L. and Bunker, K. A. Subtle effects of sex role stereo- types on recruiters' hiring decisions. Journal of Applied Psychology, 1975, pp, 566-572. Dictionary of occupational titles. Washington, D.C.: U.S. Govern- ment Printing Office, 1965. Dictionary of occupational titles. Washington, D.C.: U.S. Govern- ment Printing Office, T977. Dipboye, R. L., Arvey, R. D., and Terpstra, D. E. Sex and physical attractiveness of raters and applicants as determinants of resume evaluations. Journal of Applied Psychology, 977, g;. 288-294. Dipboye, R. L., Fromkin, H. L., and Wiback, K. Relative importance of applicant sex, attractiveness, and scholastic standing in evaluation of job applicant resumes. Journal of Applied Psychology, 1975, pg, 39-43. Dipboye, R. L., and Wiley, J. W. Reactions of college recruiters to interviewer sex and self-presentation style. Journal of Vocational Behavior, 1977, 19, 1-12. Epstein, C. F. Woman's place. Berkeley: University of California Press, 1970. 96 Fagot, B. I. and Patterson, G. F. An in vivo analysis of reinforce- ment contingencies for sex-role Behaviors in the pre-school child. Developmental Psychology, 1969, 1, 563-568. Farley, L. Sexual Shakedown, Warner Books, 1978. Fidell, L. S. Empirical veritication of sex discrimination in hiring practices in psychology. American Psychologist, 1970, gg, l094-1098. Flemming, E. G. 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