https://nova.newcastle.edu.au/vital/access/ /manager/Index en-au 5 https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:35441 women's issue, which limits men's (non-target's) involvement in the movement, or a meritocratic non-issue that exists due to women's (target's) tendency to pursue less intensive careers. In contrast to such work focusing on women's experiences as targets of discrimination or men's role in preserving inequality, we propose a solidarity-based approach that positions men and women as agents of change. This approach relies on two processes: leadership processes - particularly leadership as a form of influence based on shared identities among leaders and followers (e.g., their gender group); and political solidarity as a way to mobilise the silent majority (men) to work as allies beside a minority (women) and embrace equality as a common cause for both groups. In two experiments (Ns=338, 336) we studied how leader gender and message framing affect men's and women's support for equality by contrasting a solidarity-based framing of gender equality as a common cause for men and women, with a women's issue frame (Experiment 1) or a meritocratic frame (Experiment 2). The statement was attributed to a male or female leader (Experiments 1-2) or, additionally, to a government agency (Experiment 1). Women reported higher sense of common cause (Experiment 2) and collective action intentions than men (Experiments 1-2), and higher intentions under common cause compared to meritocracy frames (Experiment 2). Interestingly, male leaders invoked higher sense of common cause and collective action intentions for both men and women regardless of framing (Experiment 2). Irrespective of leader gender however, as predicted common cause framing boosted perceived leader prototypicality, legitimacy, and influence across the board (Experiments 1-2). Yet this was qualified by women (compared to men) rating leaders as more legitimate and influential under common cause compared to meritocracy framing (Experiment 2). Women's reactions to equality messages, and the intersection of leadership and solidarity towards equality are discussed.]]> Wed 20 Jan 2021 17:22:05 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:32654 school climate and related concepts such as school connectedness and school belonging (e.g., Thapa, Cohen, Higgins-D'Alessandro and Guffey, 2013). School climate is defined in different ways, but in essence, it focuses on student perceptions of academic emphasis, the way groups within a school (e.g., teachers, students, parents) relate to one another, and the higher-order norms, values, and practices (shared mission) that define the school as a whole (Thapa et al., 2013). In this chapter, we argue that incorporating a social-psychological analysis of the group within the school climate domain can advance understanding of school life. To date, most emphasis is placed on the psychology of individuals-as-individuals and interpersonal relationships. What is missing is an analysis of the group.]]> Wed 04 Jul 2018 16:50:11 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:31199 Tue 03 Sep 2019 18:27:06 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:31831 Thu 29 Mar 2018 11:22:31 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:35440 Thu 08 Aug 2019 09:43:15 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:31286 N = 340 grade 7 and 9 students) investigates: (a) school climate and social identification as distinct predictors of academic achievement; and (b) social identification as a mediator of the school climate and achievement relationship. Achievement in reading, numeracy and writing was assessed by a national standardized test. The three variables most significantly associated with achievement were parental education, socio-economic status, and school identification. In line with predictions, school identification fully mediated the relationship between school climate and academic achievement in numeracy and writing, but not reading. The research highlights the importance of feeling psychologically connected to the school as a group for academic success.]]> Sat 24 Mar 2018 08:43:04 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:32301 Mon 23 Sep 2019 13:25:01 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:32595 Mon 19 Apr 2021 20:10:46 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:46227 Mon 14 Nov 2022 12:12:01 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:43547 Fri 23 Sep 2022 08:27:26 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:34520 Fri 22 Mar 2019 13:04:12 AEDT ]]>