User:Smkulbacki/sandbox

Pygmalion effect
Studies of the Pygmalion effect are difficult to conduct. Results show a positive correlation between leader expectation and follower performance, but it is argued that the studies are done in an unnatural, manipulated setting (Whiteley, Sy & Johnson, 2012). Whiteley, Sy, and Johnson claim that leaders' implicit followership theories (or LIFTs) are the forces driving Pygmalion effects. LIFTs are generally static perceptions a leader has of a follower. The leader expectations may be influenced by their perception of the given situation or of the follower themselves. Varying LIFTs are correlated with varying expectations. It is possible that perception and expectation are stored in a similar part in the brain, relating the two concepts (Whiteley, Sy & Johnson, 2012).

Applications to racism
Jane Elliot has done the same non-scientific experiment with adults in workshops. The results are similar to those as the children in her classroom.

Chen and Bargh did an automatic behavioral confirmation study in 1997. Participants were subliminally exposed to faces of African American or Caucasian faces. They were then instructed to play a game of "Catch Phrase" with another participant (who was not subliminally exposed to any faces). The participants primed with the African American face reported the other participant as being hostile; they were also reported by observers as being hostile as well as the non-primed participant. Because the participant was primed with a stereotypical hostile face, they perceived the other participant as hostile and treated them as such (Chen & Bargh, 1997). This relates in reverse to the Pygmalion effect. Because the stereotype allowed for a negative perception, one participant had a negative expectation of the other.

Pygmalion in the workplace
Leader expectations of the employee may alter leader behavior. This behavior that is expressed toward an employee can affect the behaviors of the employee in favor of the leader's expectations (Bezuijen, van den Berg, van Dam & Thierry, 2009). Bezuijen et. al exemplified this in his study. The more an employee is engaged in learning activities, the higher the expectation is from the leader. In turn, the employee participates in more learning behavior. Leaders will show more leader behaviors such as leader-member exchange (trust, respect, obligation, etc.), setting specific goals, and allowing for more learning opportunities for employees, and giving employees feedback. These factors were brought about by Rosenthal's model of the Pygmalion effect(Bezuijen, van den Berg, van Dam & Thierry, 2009).