As faculty members whose university careers have spanned more years and more colleges than the people care to remember, they have frequently been involved in the process of hiring new faculty members. Scan the APA Monitor, the CPA Highlights, the Chronicle of Higher Education, and the newsletters and publications of various APA and CPA divisions and interest groups. One very real limit to job search flexibility is imposed by spouse career commitments. When hiring institutions are ready to make their decisions, they will choose from among those candidates with complete files. The key audience will be faculty members and perhaps advanced graduate students. Inevitably, there will be some reservations concerning the merits of a candidacy. At all institutions people notice. Failure to complete the degree is a real handicap.

Contents: J.E. McGrath, Foreword. R.M. Suinn, Preface. Part I: Getting and Starting an Assistant Professorship. J.M. Darley, M.P. Zanna, The Hiring Process in Academia. S.E. Taylor, J. Martin, The Present-Minded Professor: Controlling One's Career. G.R. Salancik, Power and Politics in Academic Departments. Part II: Handling Critical Elements of an Assistant Professorship. W.J. McKeachie, Tips on Teaching. M.P. Zanna, J.M. Darley, Everything You Always Wanted to Know About Research But Were Afraid to Ask (Your Advisor). M.P. Zanna, J.M. Darley, On Managing the Faculty-Graduate Student Research Relationship. R.A. Baron, Research Grants: A Practical Guide. D.J. Bem, Writing the Empirical Journal Article. Part III: Advice for Social Scientists in Nonacademic Settings. W. DeJong, L. Saxe, An Incompleat Guide to Working as a Nonacademic Researcher. Appendix: Recommended Readings.

An earlier version of this chapter appeared in the Catalog of Selected Documents in Psychology. Over the years, and particularly through supervising graduate students, the people have developed a style of conducting research and writing it up that is reasonably successful and shared with many other faculty members. Graduate students often seem confused about the purpose of piloting, and the people have not found any text that gives an entirely satisfactory set of answers. A subject who is brought to a novel experimental setting, in which the experimenter takes some care to explain the importance of the study, is likely to take the study more seriously than is a group of people doing a study in surroundings designed for some other purpose. For instance, because of own backgrounds, the people have focused on doing experimental research, primarily in laboratory settings.

The present article explores the notion that sex-role stereotypes, defined as sets of expectations about gender-appropriate behavior, can function as self-fulfilling prophecies. In a 2 × 2 × 2 design, men with traditional or nontraditional attitudes toward women watched one of two videotaped female job applicants behaving in a stereotypically feminine or nontraditional way, and predicted her probable success and satisfaction in eight careers. For the four predominantly female-occupied positions, the “feminine” self-presentation was judged more positively; for the predominantly male-occupied positions, the nontraditional self-presentation was judged more positively. Men with traditional attitudes toward women predicted less success for female social workers and personnel managers than did men with nontraditional attitudes. The implications of these results for the maintenance and reinforcement of sex-role stereotypes are discussed.

In a randomized-controlled trial, we tested 2 brief interventions designed to mitigate the effects of a "chilly climate" women may experience in engineering, especially in male-dominated fields. Participants were students entering a selective university engineering program. The social-belonging intervention aimed to protect students' sense of belonging in engineering by providing a nonthreatening narrative with which to interpret instances of adversity. The affirmation- training intervention aimed to help students manage stress that can arise from social marginalization by incorporating diverse aspects of their self-identity in their daily academic lives. As expected, gender differences and intervention effects were concentrated in male-dominated majors (<20% women). In these majors, compared with control conditions, both interventions raised women's school-reported engineering grade-point-average (GPA) over the full academic year, eliminating gender differences. Both also led women to view daily adversities as more manageable and improved women's academic attitudes. However, the 2 interventions had divergent effects on women's social experiences. The social-belonging intervention helped women integrate into engineering, for instance, increasing friendships with male engineers. Affirmation-training helped women develop external resources, deepening their identification with their gender group. The results highlight how social marginalization contributes to gender inequality in quantitative fields and 2 potential remedies.

This new handbook presents, synthesizes, and integrates the existing knowledge of methods, theories, and data in attitudes. The editors' goal is to promote an understanding of the broader principles underlying attitudes across several disciplines. Divided into three parts: one on definitions and methods; another on the relations of attitudes with beliefs, behavior, and affect; and a final one that integrates these relations into the broader areas of cognitive processes, communication and persuasion, social influence, and applications, the handbook also features an innovative chapter on implicit versus explicit attitudes. With contributions from the top specialists, this handbook features unique collaborations between researchers, some who never before worked together. Every writer was encouraged to work from as unbiased a perspective as possible. A must have for researchers in the areas of social, political, health, clinical, counseling, and consumer psychology, marketing, and communication, the handbook will also serve as an excellent reference for advanced courses on attitudes in a variety of departments

Smokers who inhabit social contexts with a greater number of smokers may be exposed to more positive norms toward smoking and more cues to smoke. This study examines the relation between number of smoking friends and changes in number of smoking friends, and smoking cessation outcomes. Data were drawn from Wave 1 (2002) and Wave 2 (2003) of the International Tobacco Control (ITC) Project Four Country Survey, a longitudinal cohort survey of nationally representative samples of adult smokers in Australia, Canada, United Kingdom, and United States (N = 6,321). Smokers with fewer smoking friends at Wave 1 were more likely to intend to quit at Wave 1 and were more likely to succeed in their attempts to quit at Wave 2. Compared with smokers who experienced no change in their number of smoking friends, smokers who lost smoking friends were more likely to intend to quit at Wave 2, attempt to quit between Wave 1 and Wave 2, and succeed in their quit attempts at Wave 2. Smokers who inhabit social contexts with a greater number of smokers may be less likely to successfully quit. Quitting may be particularly unlikely among smokers who do not experience a loss in the number of smokers in their social context.

Whereas some research has found that low self-esteem individuals (LSEs) with high implicit self-esteem fare better psychologically than those with low implicit self-esteem, other research has found they fare worse. In an attempt to integrate and extend this work, we propose that the well-being of LSEs with high implicit self-esteem is responsive to outcomes in important domains; they are more debilitated than LSEs with low implicit self-esteem by negative outcomes but benefit more from positive outcomes. In Study 1, LSEs with high implicit self-esteem had higher state self-esteem than those with low implicit self-esteem after positive feedback. In Study 2, LSEs with high implicit self-esteem had higher well-being (higher trait self-esteem and less severe depressive symptoms) than LSEs with low implicit self-esteem two weeks after receiving high grades, but lower well-being after receiving low grades. Thus, individuals with discrepant low self-esteem might be aptly characterized as having responsive self-esteem.

Contents: Preface. R.C. Gardner, Stereotypes as Consensual Beliefs. M. Snyder, P. Miene, On the Functions of Stereotypes and Prejudice. M.R. Banaji, A.G. Greenwald, Implicit Stereotyping and Prejudice. V.M. Esses, G. Haddock, M.P. Zanna, The Role of Mood in the Expression of Intergroup Stereotypes. S.L. Neuberg, Expectancy-Confirmation Processes in Stereotype-Tinged Social Encounters: The Moderating Role of Social Goals. B. Altemeyer, Reducing Prejudice in Right-Wing Authoritarians. C.D. Batson, C.T. Burris, Personal Religion: Depressant or Stimulant of Prejudice and Discrimination? R.Y. Bourhis, Power, Gender, and Intergroup Discrimination: Some Minimal Group Experiments. R.Y. Bourhis, I. Sachdev, A. Gagnon, Intergroup Research with the Tajfel Matrices: Methodological Notes. D.M. Taylor, S.C. Wright, L.E. Porter, Dimensions of Perceived Discrimination: The Personal/Group Discrimination Discrepancy. R.N. Lalonde, J.E. Cameron, Behavioral Responses to Discrimination: A Focus on Action. J. Crocker, B. Major, Reactions to Stigma: The Moderating Role of Justifications. M.B. Brewer, The Social Psychology of Prejudice: Getting it All Together.

We propose a new construct (implicit normative evaluations) that purports to measure automatic associations about societal evaluations. We develop a new measure of this construct based on a modification of the Implicit Association Test (IAT) and describe how it is related to but not redundant with implicit attitudes and explicit normative evaluations. Study 1 provided evidence that implicit normative evaluations and implicit attitudes uniquely predicted evaluations measured by the traditional IAT. Study 2 demonstrated that Asian-Canadian immigrants' implicit normative evaluations toward older people became more negative the longer they were in Canada. Study 3 found that engineering students' (both men and women) implicit normative evaluations toward female engineers became more negative as they were exposed to engineering and that for women these negative normative evaluations predicted their intention to drop out of engineering. Study 4 demonstrated that implicit normative evaluations predicted the speed at which participants decide to "shoot" an African Canadian target on a shooter bias task (Correll, Park, Judd, & Wittenbrink, 2002). Finally, in Study 5, an experimental manipulation of an audience's reaction to racist jokes targeting people from the Middle East affected implicit normative evaluations about this group and that these implicit normative evaluations in turn affected discrimination. The implications of these results for the importance of social influence and culture in shaping thoughts and behavior are discussed.

OBJECTIVE To rigorously test the relation between perceived risk (i.e., belief about the likelihood of harm) and quitting smoking. METHODS Data from a longitudinal study with a nonrestrictive sample of smokers (N = 4307) from the United States, Canada, the United Kingdom, and Australia were examined to predict quitting behaviors at 8-12 months. RESULTS Perceived risk predicted plans to quit, quit attempts, and, to some extent, sustained quitting. The relation was stronger for relatively simple (e.g., plans to quit) than for complex behaviors (e.g., sustained quitting). CONCLUSION Perceived risk plays a significant role in predicting quitting smoking, more so for relatively simple behaviors.