title: The impact of styling on a woman’s perceived competency, warmth and likelihood of gaining leadership

authors: Watt, Marika

subjects: Organisational Psychology

abstract: Women make up almost half of the workforce and are gaining more and higher qualifications than men yet are still vastly underrepresented at higher levels of management. Constitutional and multidimensional frameworks of gender stereotyping, such as the think-manager-think-male phenomenon suggest that leadership is associated with masculine rather than feminine attributes. If women behave and present themselves in masculine way they run the risk of being disliked and harshly judged for not conforming to their gendered expectations. Women have to walk a fine line between behaving and appearing somewhat masculine but not too masculine and somewhat feminine but not too feminine. 
What women wear and how they present themselves can and will impact how they are perceived. Previous research has found that masculine styling can have a positive impact on perceived leadership abilities for women. There is still limited research around the effects of single, isolated styling elements. Therefore, this study aims to build upon Klatt, Eimler & Kramer’s research regarding the influence of styling elements and the evaluations on a woman's competence, warmth and likelihood of getting hired for a leadership position. In a 2x2x2x2 between-subject design, the effects of the styling elements pants/skirt, hair up/hair down, flats/heels, visible tattoo/no tattoo on leadership perceptions were tested. 
One hundred thirty-nine first-year psychology students completed an online survey evaluating a woman in a photograph. Participants were presented with one of the 16 possible photographs that exhibited the different styling combinations. Participants were asked to rate the woman in the picture with regards to their perceptions of that person's competence, warmth and likelihood they would hire them for a leadership position. Perceptions of masculinity and femininity were also recorded.
A multivariate analysis revealed that women who wear their hair down or have a visible tattoo were rated the highest in warmth. While the combinations of wearing pants and having hair tied up increased the perceiver's ratings of competence. None of the styling elements influenced the person's likelihood of getting hired for a leadership position. Unexpectedly, photographs of the stimuli wearing pants were rated more feminine, and skirts were rated more masculine. These results contradict findings from previous research. A possible cause of these peculiar results could be due to the lack of diversity and the young age of participants within the sample population. 
This research highlights the need for further exploration to clarify the impacts that individual styling elements can have on women's perceived leadership ability. Outcomes from further research could provide a more definitive guideline for women to refer to when they are looking to attain a leadership role.

text: The impact of styling on a woman’s perceived competency, warmth and likelihood of gaining leadership Women make up almost half of the workforce and are gaining more and higher qualifications than men yet are still vastly underrepresented at higher levels of management. Constitutional and multidimensional frameworks of gender stereotyping, such as the think-manager-think-male phenomenon suggest that leadership is associated with masculine rather than feminine attributes. If women behave and present themselves in masculine way they run the risk of being disliked and harshly judged for not conforming to their gendered expectations. Women have to walk a fine line between behaving and appearing somewhat masculine but not too masculine and somewhat feminine but not too feminine. 
What women wear and how they present themselves can and will impact how they are perceived. Previous research has found that masculine styling can have a positive impact on perceived leadership abilities for women. There is still limited research around the effects of single, isolated styling elements. Therefore, this study aims to build upon Klatt, Eimler & Kramer’s research regarding the influence of styling elements and the evaluations on a woman's competence, warmth and likelihood of getting hired for a leadership position. In a 2x2x2x2 between-subject design, the effects of the styling elements pants/skirt, hair up/hair down, flats/heels, visible tattoo/no tattoo on leadership perceptions were tested. 
One hundred thirty-nine first-year psychology students completed an online survey evaluating a woman in a photograph. Participants were presented with one of the 16 possible photographs that exhibited the different styling combinations. Participants were asked to rate the woman in the picture with regards to their perceptions of that person's competence, warmth and likelihood they would hire them for a leadership position. Perceptions of masculinity and femininity were also recorded.
A multivariate analysis revealed that women who wear their hair down or have a visible tattoo were rated the highest in warmth. While the combinations of wearing pants and having hair tied up increased the perceiver's ratings of competence. None of the styling elements influenced the person's likelihood of getting hired for a leadership position. Unexpectedly, photographs of the stimuli wearing pants were rated more feminine, and skirts were rated more masculine. These results contradict findings from previous research. A possible cause of these peculiar results could be due to the lack of diversity and the young age of participants within the sample population. 
This research highlights the need for further exploration to clarify the impacts that individual styling elements can have on women's perceived leadership ability. Outcomes from further research could provide a more definitive guideline for women to refer to when they are looking to attain a leadership role.

year: 2020

title: The application of ICT in the music classroom: Factors that influence technology integration in New Zealand secondary schools.

authors: O’Connell, Amanda

subjects: Music

abstract: This thesis investigates how New Zealand secondary school music teachers used ICT in their music programmes between 2008 and 2012. It started from the assumption that the adoption of technology in secondary music classrooms was uncommon and mostly limited by inadequate equipment and the low premium teachers put on the value of integrating technology into their teaching.
Two data samples were collected consecutively, four years apart (2008-2012), and the data was used to identify the drivers that influence changes in the surveyed teachers’ pedagogical practice. The research questions focus on music teachers’ use of computer technology in their teaching pedagogy. The questions probe whether teachers integrate technology in their teaching programmes, and if they do, why and how. The questions also investigate the strongest influences on teachers’ adoption of new technology. The thesis examines the changes and constants over the period of the study and reflects how New Zealand music teachers’ practice aligns with that of teachers abroad. The data collected from interviews provided sufficient evidence to conduct a comparative analysis over the extended period.
Methodologically, the thesis followed a qualitative research approach combined with longitudinal elements to support the comparative analysis. The data was collected by means of interviews with 13 respondents during each of the two separate data collections in 2008 and 2012. The two data sets captured teachers’ practice and provided evidence of change for analysis and evaluation. The interview questions probed teachers’ skills and their use of ICT, the perceived difficulties of ICT integration, and possible changes to their practice.
The thesis divides into seven chapters. Chapter 1 introduces the topic of the thesis. It explains the role of the teacher-researcher against the background of a secondary school music department in New Zealand. Chapter 2 introduces and reviews the relevant local and international literature on the use of ICT in education, how ICT affects teachers and students during the process of teaching and learning, and how ICT is used in music education. Chapter 3 establishes the qualitative methodological approach and outlines the analytical process that was used to determine the findings. Chapters 4 and 5 present the two data sets organised into five categories: infrastructure, skills and knowledge, inside the classroom, support, and ways forward. Chapter 6 presents the findings and provides a comparative analysis of the two sets of data. The chapter concludes with a thematic synthesis of the findings.
The findings identify four elements that are present when effective technology integration occurs: accessibility, connectivity, pedagogy, and motivation. The latter two produce intrinsic motivation for teachers to engage in the process of ICT integration. Accessibility and connectivity, on the other hand, are the most important extrinsic motivators for ICT integration.
Chapter 7 is the concluding chapter that summarises the aims of the thesis by revisiting the five research questions. The answers to these questions are discussed in relation to the findings with literature references to current music education and ICT practice. The original contribution of the thesis provides a comparative analysis of classroom practice over a four-year period. It shows how teaching practice in music classrooms changed from 2008 to 2012 and suggests reasons for these changes. Chapter 7 highlights the limitations of the thesis and provides practical implications for music teachers. Suggestions for ways to build on the knowledge gained from this thesis are made.
The thesis found that technology is not integrated effectively or consistently in secondary school music classrooms. This is despite ongoing government initiatives and professional development opportunities. The findings indicated that teachers’ outlook and belief systems were powerful intrinsic motivators for the use of ICT, more so than extrinsic factors such as policy changes or access to ICT equipment. This thesis gives a unique glimpse into music teachers’ practice and technology integration in New Zealand.

text: The application of ICT in the music classroom: Factors that influence technology integration in New Zealand secondary schools. This thesis investigates how New Zealand secondary school music teachers used ICT in their music programmes between 2008 and 2012. It started from the assumption that the adoption of technology in secondary music classrooms was uncommon and mostly limited by inadequate equipment and the low premium teachers put on the value of integrating technology into their teaching.
Two data samples were collected consecutively, four years apart (2008-2012), and the data was used to identify the drivers that influence changes in the surveyed teachers’ pedagogical practice. The research questions focus on music teachers’ use of computer technology in their teaching pedagogy. The questions probe whether teachers integrate technology in their teaching programmes, and if they do, why and how. The questions also investigate the strongest influences on teachers’ adoption of new technology. The thesis examines the changes and constants over the period of the study and reflects how New Zealand music teachers’ practice aligns with that of teachers abroad. The data collected from interviews provided sufficient evidence to conduct a comparative analysis over the extended period.
Methodologically, the thesis followed a qualitative research approach combined with longitudinal elements to support the comparative analysis. The data was collected by means of interviews with 13 respondents during each of the two separate data collections in 2008 and 2012. The two data sets captured teachers’ practice and provided evidence of change for analysis and evaluation. The interview questions probed teachers’ skills and their use of ICT, the perceived difficulties of ICT integration, and possible changes to their practice.
The thesis divides into seven chapters. Chapter 1 introduces the topic of the thesis. It explains the role of the teacher-researcher against the background of a secondary school music department in New Zealand. Chapter 2 introduces and reviews the relevant local and international literature on the use of ICT in education, how ICT affects teachers and students during the process of teaching and learning, and how ICT is used in music education. Chapter 3 establishes the qualitative methodological approach and outlines the analytical process that was used to determine the findings. Chapters 4 and 5 present the two data sets organised into five categories: infrastructure, skills and knowledge, inside the classroom, support, and ways forward. Chapter 6 presents the findings and provides a comparative analysis of the two sets of data. The chapter concludes with a thematic synthesis of the findings.
The findings identify four elements that are present when effective technology integration occurs: accessibility, connectivity, pedagogy, and motivation. The latter two produce intrinsic motivation for teachers to engage in the process of ICT integration. Accessibility and connectivity, on the other hand, are the most important extrinsic motivators for ICT integration.
Chapter 7 is the concluding chapter that summarises the aims of the thesis by revisiting the five research questions. The answers to these questions are discussed in relation to the findings with literature references to current music education and ICT practice. The original contribution of the thesis provides a comparative analysis of classroom practice over a four-year period. It shows how teaching practice in music classrooms changed from 2008 to 2012 and suggests reasons for these changes. Chapter 7 highlights the limitations of the thesis and provides practical implications for music teachers. Suggestions for ways to build on the knowledge gained from this thesis are made.
The thesis found that technology is not integrated effectively or consistently in secondary school music classrooms. This is despite ongoing government initiatives and professional development opportunities. The findings indicated that teachers’ outlook and belief systems were powerful intrinsic motivators for the use of ICT, more so than extrinsic factors such as policy changes or access to ICT equipment. This thesis gives a unique glimpse into music teachers’ practice and technology integration in New Zealand.

year: 2018

title: Population diversity in Aotearoa New Zealand: Insights from the CaDDANZ research programme

authors: Stone, Geoff

abstract: CaDDANZ was a New Zealand Government-funded project studying the impacts of growing population diversity in Aotearoa New Zealand. The project ran from 2014 to 2020 and was extended to March 2021 due to the effects of the global COVID-19 pandemic. Staffed by a multidisciplinary team of researchers, CaDDANZ aimed to identify changing demographics and the impacts of ethnic and demographic diversity on aspects of economic and social change. This report has synthesised a bundle of key insights that could only have surfaced through the reflection on the interplay between the research questions that the original bid set out to address. While we, as a project team, did not intend to produce transdisciplinary or even interdisciplinary work on migration, diversity or the diversity dividend, setting a goal to synthesise something from the project as a whole has produced this report. Using social cohesion as a sorting mechanism for the insights has meant this overview is selective and high level. Not all the projects can be read against a social cohesion or even social inclusion lens. In particular, many of the econometric outputs explicitly addressed aspects of diversity as an economic dividend and that work is not highlighted in the synthesis. 
Three broad themes are addressed 
1. Immigration and diversity – understanding population trends 
2. [Re] conceptualising ethno-demographic diversity in Aotearoa – Tangata whenua perspectives 
3. Diversity in context – in different settings and over time 
The report concludes with four high-level insights 
1. Immigration policy needs to re-examine its position in relation to Tiriti o Waitangi where any Crown partnership relationship is currently lacking. 
2. Despite social cohesion being a negotiated term, its use as a framing for the impacts of migration on both the host country and individual migrant lives is underpinned by its use in the Royal Commission of Inquiry into the terrorist attack on Christchurch mosques on 15 March 2019 and is preferable to the concept of a diversity dividend.1 
3. While ethnocultural diversity is the default for ‘diversity dividend’ research, the concept of the social organisation of difference has broader relevance to social justice-oriented policy development.2 
4. The use of wide range of different methodologies is vital for the production of wellevidenced, theory-informed strategies and policies.

text: Population diversity in Aotearoa New Zealand: Insights from the CaDDANZ research programme CaDDANZ was a New Zealand Government-funded project studying the impacts of growing population diversity in Aotearoa New Zealand. The project ran from 2014 to 2020 and was extended to March 2021 due to the effects of the global COVID-19 pandemic. Staffed by a multidisciplinary team of researchers, CaDDANZ aimed to identify changing demographics and the impacts of ethnic and demographic diversity on aspects of economic and social change. This report has synthesised a bundle of key insights that could only have surfaced through the reflection on the interplay between the research questions that the original bid set out to address. While we, as a project team, did not intend to produce transdisciplinary or even interdisciplinary work on migration, diversity or the diversity dividend, setting a goal to synthesise something from the project as a whole has produced this report. Using social cohesion as a sorting mechanism for the insights has meant this overview is selective and high level. Not all the projects can be read against a social cohesion or even social inclusion lens. In particular, many of the econometric outputs explicitly addressed aspects of diversity as an economic dividend and that work is not highlighted in the synthesis. 
Three broad themes are addressed 
1. Immigration and diversity – understanding population trends 
2. [Re] conceptualising ethno-demographic diversity in Aotearoa – Tangata whenua perspectives 
3. Diversity in context – in different settings and over time 
The report concludes with four high-level insights 
1. Immigration policy needs to re-examine its position in relation to Tiriti o Waitangi where any Crown partnership relationship is currently lacking. 
2. Despite social cohesion being a negotiated term, its use as a framing for the impacts of migration on both the host country and individual migrant lives is underpinned by its use in the Royal Commission of Inquiry into the terrorist attack on Christchurch mosques on 15 March 2019 and is preferable to the concept of a diversity dividend.1 
3. While ethnocultural diversity is the default for ‘diversity dividend’ research, the concept of the social organisation of difference has broader relevance to social justice-oriented policy development.2 
4. The use of wide range of different methodologies is vital for the production of wellevidenced, theory-informed strategies and policies.

year: 2021