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Hernandez IA, Segura OM, Gonzalez RR, Flores L, Villodas MT, Sohl CD, Smith JL, Thoman DB. The Making of Future Scientists: Faculty Mentor Cultural Awareness and Inclusive Science Labs. CBE LIFE SCIENCES EDUCATION 2024; 23:ar36. [PMID: 39172968 DOI: 10.1187/cbe.24-01-0032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/24/2024]
Abstract
A compelling body of research suggests that students from racially marginalized and minoritized (RMM) backgrounds are systematically deterred from Science, Technology, Engineering, and Math (STEM) fields when teachers and scientists create ideologically colorblind STEM learning environments where cultural differences are deemed irrelevant and disregard how race/ethnicity shapes students' experiences. We examine whether and how STEM faculty can serve as important sources of information that signal racial/ethnic diversity inclusion (or exclusion) that influence RMM students' motivation to persist in STEM. Specifically, we focus on RMM students' perceptions of their faculty research mentors' cultural awareness-the extent to which students believe that their faculty research mentor acknowledges and appreciates racial/ethnic differences in STEM research. Results from a longitudinal survey of RMM students (N = 150) participating in 74 faculty-led STEM research labs demonstrated that RMM students who perceived their faculty research mentor to be more culturally aware experienced more positive social climates in the lab and were more identified as scientists. Increased science identity, in turn, predicted their motivation to pursue STEM careers 3 months later. These findings demonstrate the importance of acknowledging, welcoming, and celebrating racial/ethnic diversity within STEM learning environments to broaden inclusive and equitable participation in STEM.
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Affiliation(s)
- Ivan A Hernandez
- Department of Psychology and Child Development, California Polytechnic State University, San Luis Obispo, CA 93407
| | - Oliva Mota Segura
- Department of Psychology and Child Development, California Polytechnic State University, San Luis Obispo, CA 93407
| | - Rosalva Romero Gonzalez
- Department of Psychology and Child Development, California Polytechnic State University, San Luis Obispo, CA 93407
| | - Lilibeth Flores
- Department of Psychology and Child Development, California Polytechnic State University, San Luis Obispo, CA 93407
| | - Miguel T Villodas
- Department of Psychology and Child Development, California Polytechnic State University, San Luis Obispo, CA 93407
| | - Christal D Sohl
- Department of Chemistry and Biochemistry, San Diego State University, San Diego, CA 92182
| | - Jessi L Smith
- Department of Psychology, University of Colorado, Colorado Springs, CO 80918
| | - Dustin B Thoman
- Department of Psychology and Child Development, California Polytechnic State University, San Luis Obispo, CA 93407
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Gender stereotypes: implicit threat to performance or boost for motivational aspects in primary school? SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09693-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
AbstractBased on stereotype threat and stereotype lift theory, this study explores implicit stereotype threat effects of gender stereotypes on the performance of primary school children in mathematics. Moreover, effects of implicit gender stereotypical cues (gender-specific task material) on motivational aspects were explored, which have revealed mixed results in stereotype threat research in the past. N = 151 German primary school children (47.7% female; mean age: M = 9.81, SD = 0.60) calculated either stereotypical or neutral mathematical text problems before motivational aspects were assessed. Contradicting our expectations, results neither revealed a stereotype threat effect on girls’ performance nor a lift effect on the boys. Instead, girls calculating stereotypical tasks outperformed girls in the control group, whereas boys’ performance did not significantly differ compared to the control group. Regarding motivational aspects, only traditional gender differences emerged as girls reported significantly more pressure and tension calculating the mathematical tasks. The discussion focuses on the way in which stereotypes can affect children’s cognitive performance and in turn, their mathematical performance.
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Zhang H, Chen X, Zhang B, Kelley GW. The relationship between math‐gender stereotype and academic burnout: The mediating roles of the performance‐avoidance goal and self‐handicapping. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22603] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Heyating Zhang
- School of Psychology Shaanxi Normal University Xi'an China
| | - Xin Chen
- School of Psychology Shaanxi Normal University Xi'an China
| | - Baoshan Zhang
- School of Psychology Shaanxi Normal University Xi'an China
| | - Grant W. Kelley
- Human Resources Research Center University of Florida Gainesville Florida USA
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Deemer ED, Yough M, Morel SA. Performance-approach goals, science task preference, and academic procrastination: Exploring the moderating role of competence perceptions. MOTIVATION AND EMOTION 2017. [DOI: 10.1007/s11031-017-9649-z] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Riegle-Crumb C, Moore C, Buontempo J. Shifting STEM Stereotypes? Considering the Role of Peer and Teacher Gender. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2017; 27:492-505. [PMID: 28776845 PMCID: PMC5546141 DOI: 10.1111/jora.12289] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This study builds on research on the power of counter-stereotypical cues, as well as intergroup contact theory, to consider whether interactions with a female teacher and female peers in a high school engineering classroom decrease male students' gender/science, technology, engineering, and math stereotypical beliefs and whether this varies according to the initial strength of their stereotypical views. Analyses reveal that among male students who initially reject stereotypes of male superiority, more female peers in the classroom leads to a further decrease in their stereotypical views by the end of the year. In contrast, boys who held strong stereotypical beliefs became less stereotypical by the end of the course when they had a female teacher. Implications for future research and current educational reforms are discussed.
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Lawrence JS, Smith JL. Academically contingent self-worth and vulnerability: When approach self-validation goals are more threatening than avoidance self-validation goals. SELF AND IDENTITY 2017. [DOI: 10.1080/15298868.2017.1292183] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Jason S. Lawrence
- Department of Psychology, University of Massachusetts Lowell, Lowell, MA, USA
| | - Jessi L. Smith
- Department of Psychology, Montana State University, Bozeman MT, USA
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Woodcock A, Hernandez PR, Schultz PW. Diversifying Science: Intervention Programs Moderate the Effect of Stereotype Threat on Motivation and Career Choice. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2015; 7:184-192. [PMID: 27668075 DOI: 10.1177/1948550615608401] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Stereotypes influence academic interests, performance, and ultimately career goals. The long-standing National Institutes of Health Research Initiative for Scientific Enhancement (RISE) training program has been shown to be effective at retaining underrepresented minorities in science. We argue that programs such as RISE may alter the experience and impact of stereotype threat on academic achievement goals and future engagement in a scientific career. We report analyses of a national sample comparing RISE students with a propensity score-matched control group over a 6-year period. Mediation analyses revealed that while RISE program membership did not buffer students from stereotype threat, it changed students' downstream responses and ultimately their academic outcomes. Nonprogram students were less likely than RISE students to persist in the sciences, partially because feelings of stereotype threat diminished their adoption of mastery goals. We discuss how these findings inform stereotype threat and goal orientation theories and provide insight into the success of intervention programs.
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Affiliation(s)
- Anna Woodcock
- California State University San Marcos, San Marcos, CA, USA
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Deemer ED, Lin C, Graham R, Soto C. Development and Validation of a Measure of Threatening Gender Stereotypes in Science. JOURNAL OF CAREER ASSESSMENT 2014. [DOI: 10.1177/1069072714565772] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Despite increasing evidence that negative stereotypes adversely affect the career development of women in science, technology, engineering, and mathematics, measuring their effects has been a challenge. This study focuses specifically on the sciences, since some, particularly physics, are notably imbalanced in terms of gender diversity. Our aim was to develop and begin to validate a measure of gender stereotypes in science, referred to as the Stereotype Threat in Science Scale-Gender (STSS-G). Participants consisted of 629 undergraduate women enrolled in biology, chemistry, and physics courses. Results of exploratory and factor mixture analyses yielded support for a 7-item scale consisting of two factors, social identity and identity threat, and five latent classes underlying a heterogeneous population. Results of structural equation modeling indicated that the two latent variables were significantly associated with scores on existing measures of science identity and stereotype threat. The construct, differential, and concurrent validity of the STSS-G are discussed.
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Affiliation(s)
- Eric D. Deemer
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
| | - Chaihua Lin
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
| | - Ryan Graham
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
| | - Cristina Soto
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
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Abstract
We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.
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Affiliation(s)
- Martin Latsch
- Department of Educational Science and Psychology, Freie Universität Berlin, Germany
| | - Bettina Hannover
- Department of Educational Science and Psychology, Freie Universität Berlin, Germany
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Jagacinski CM. Women Engineering Students: Competence Perceptions and Achievement Goals in the Freshman Engineering Course. SEX ROLES 2013. [DOI: 10.1007/s11199-013-0325-9] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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The Grass Is Greener in Non-Science, Technology, Engineering, and Math Classes. PSYCHOLOGY OF WOMEN QUARTERLY 2013. [DOI: 10.1177/0361684313499899] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
When women feel pushed away by the “chilly climate” of science, technology, engineering, and math (STEM), they seek situations where they experience greater social belonging. We tested whether feelings of belonging to competing (non-STEM) classes were associated with women’s interest in their STEM classes using an interval contingent diary methodology. We recruited 62 undergraduate women STEM majors concurrently enrolled in STEM and Humanities/Liberal Arts (H/LA) courses. We first assessed self-competence (SC) and self-liking (SL), and then every 2 weeks during the academic semester the participants were asked to report their feelings of belonging and interest in both types of courses (resulting in eight entries). For women with low felt SC and high SL, a greater feeling of belonging to their H/LA class throughout the semester was associated with less STEM class interest, above and beyond feelings of belonging in STEM. For all women, fluctuations in STEM class belonging mapped onto their STEM class interest but not their H/LA class interest. Results suggest not only that can women feel pushed out of STEM when they feel a low sense of belonging, but also that for women with specific self-esteem contingencies, competing experiences of belonging in non-STEM can pull interest away from STEM. Thus, to promote women’s greater participation in STEM, practitioners may need to consider the role of women’s broader motivational experiences across the curriculum.
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Thoman DB, Smith JL, Brown ER, Chase J, Lee JYK. Beyond Performance: A Motivational Experiences Model of Stereotype Threat. EDUCATIONAL PSYCHOLOGY REVIEW 2013; 25:211-243. [PMID: 23894223 PMCID: PMC3719418 DOI: 10.1007/s10648-013-9219-1] [Citation(s) in RCA: 45] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
The contributing role of stereotype threat (ST) to learning and performance decrements for stigmatized students in highly evaluative situations has been vastly documented and is now widely known by educators and policy makers. However, recent research illustrates that underrepresented and stigmatized students' academic and career motivations are influenced by ST more broadly, particularly through influences on achievement orientations, sense of belonging, and intrinsic motivation. Such a focus moves conceptualizations of ST effects in education beyond the influence on a student's performance, skill level, and feelings of self-efficacy per se to experiencing greater belonging uncertainty and lower interest in stereotyped tasks and domains. These negative experiences are associated with important outcomes such as decreased persistence and domain identification, even among students who are high in achievement motivation. In this vein, we present and review support for the Motivational Experience Model of ST, a self-regulatory model framework for integrating research on ST, achievement goals, sense of belonging, and intrinsic motivation to make predictions for how stigmatized students' motivational experiences are maintained or disrupted, particularly over long periods of time.
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Abstract
We used an achievement goal framework to enhance identity-threatened individuals’ motivation and performance by way of an understudied mechanism, namely, challenge appraisals. In three experiments, women were given a mastery goal (focus on building skills) or a performance goal (perform well, avoid errors) before a mock job interview. Women who focused on mastery rather than performance felt more challenged and less threatened when anticipating an identity-threatening interview; goals did not affect appraisals of a nonthreatening interview (Experiment 1). Mastery relative to performance goals enhanced women’s intention to be assertive (Experiment 2) and their actual face-to-face performance during the job interview (Experiment 3); challenge appraisals (but not threat appraisals) served as a mediator for these effects. Whereas a great deal of prior work has alleviated identity threat by altering construals of one’s identity, the current research uses an alternative strategy—modifying appraisals of the situation, leaving one’s self-concept intact.
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Darnon C, Dompnier B, Marijn Poortvliet P. Achievement Goals in Educational Contexts: A Social Psychology Perspective. SOCIAL AND PERSONALITY PSYCHOLOGY COMPASS 2012. [DOI: 10.1111/j.1751-9004.2012.00457.x] [Citation(s) in RCA: 49] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Self-Affirmation in Occupational Training: Effects on the Math Performance of French Women Nurses under Stereotype Threat. SEX ROLES 2012. [DOI: 10.1007/s11199-012-0157-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Keller J. Differential Gender and Ethnic Differences in Math Performance. ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY 2012. [DOI: 10.1027/2151-2604/a000109] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
The present research investigates the role of self-regulatory mechanisms in the context of gender and ethnic differences (between African Americans and Caucasians) in math test performance. Building on two basic notions proposed in regulatory focus theory, it is argued that gender and ethnic differences in math performance are particularly pronounced under conditions where prevention-focused self-regulation is activated (by emphasizing point deductions for mistakes). This assumption refers to a specific mechanism documented in previous research on regulatory focus theory: The differential-sensitivity mechanism according to which a prevention focus renders individuals particularly sensitive with regard to negative information (such as negative performance expectancies). Results of an archival data analysis document a substantial differential gender and ethnic gap in math performance as a function of test instruction (involving point deductions for mistakes or not) supporting the proposed differential gender and ethnic-gap hypothesis. The gap between women and men as well as the gap between African-American and Caucasian test takers is substantially larger in the Scholastic Aptitude Test for math (which involves point deductions for mistakes) than in the corresponding American College Test.
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Separating Implicit Gender Stereotypes regarding Math and Language: Implicit Ability Stereotypes are Self-serving for Boys and Men, but not for Girls and Women. SEX ROLES 2011. [DOI: 10.1007/s11199-010-9924-x] [Citation(s) in RCA: 79] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Brownlow S, Janas AJ, Blake KA, Rebadow KT, Mello LM. Getting by with a Little Help from My Friends: Mental Rotation Ability after Tacit Peer Encouragement. ACTA ACUST UNITED AC 2011. [DOI: 10.4236/psych.2011.24057] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Brown CS, Leaper C. Latina and European American Girls' Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence. SEX ROLES 2010; 63:860-870. [PMID: 21212810 PMCID: PMC2993888 DOI: 10.1007/s11199-010-9856-5] [Citation(s) in RCA: 64] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The study investigated Latina and European American adolescent girls’ (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls’ reported experiences hearing sexist comments about girls’ abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism.
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Affiliation(s)
- Christia Spears Brown
- Department of Psychology, University of Kentucky, 215 Kastle Hall, Lexington, KY 40506 USA
| | - Campbell Leaper
- Department of Psychology, University of California Santa Cruz, 1156 High Street, Santa Cruz, CA 95064 USA
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Brodish AB, Devine PG. The role of performance–avoidance goals and worry in mediating the relationship between stereotype threat and performance. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2009. [DOI: 10.1016/j.jesp.2008.08.005] [Citation(s) in RCA: 57] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Smith JL, Kausar R, Holt-Lunstad J. Stigma Consciousness in the Classroom: A Comparison of Pakistani Women’s Motivation and Well-being in Science and Non-science Fields of Study. SEX ROLES 2007. [DOI: 10.1007/s11199-007-9217-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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