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Values, Status, and Professors

Robert L. Hamblin and Carole R. Smith
Sociometry
Vol. 29, No. 3 (Sep., 1966), pp. 183-196
DOI: 10.2307/2786574
Stable URL: http://www.jstor.org/stable/2786574
Page Count: 14
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Values, Status, and Professors
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Abstract

Using ratio methods developed in psychophysics, the determinants of local and professional status of professors were investigated. Local status among graduate students increased as teaching ability and professorial demeanor (outside the classroom) increased. Professional status increased with merit of publication, merit of teaching, negative cordiality (maintaining appropriate social distance), and length of service or experience in the discipline. The results suggest a multivariate stimulus (S)-response (R) law: R=cSn1 1. Sn2 2...Sni ni. Using an appropriate test for this general relationship, the results for local and professional status explain about 98 per cent of the variance. It is assumed that the feelings of approval, respect, or esteem-the basis of a status-exchange-are non-voluntary responses and as such increase as a multivariate power function of the magnitude of the stimuli that have been conditioned to produce them.

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