We also identify and expand interventions from three different research traditions designed to deter bias, and propose ways of applying them to block double standards in the assessment of equivalent performances. The interventions involve (1) increasing assessor’s accountability, (2) increasing similarity across the performers, and (3) disrupting the often taken-for-granted association between higher status and good performance – as well as the corresponding link between lower status and poor performance.
Foschi, M., Ndobo, A. and Faure, A. (2019), "Assessing and Blocking Double Standards for Competence", Advances in Group Processes (Advances in Group Processes, Vol. 36), Emerald Publishing Limited, Bingley, pp. 19-45. https://doi.org/10.1108/S0882-614520190000036004
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