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Midgley C, Lockwood P, Hu LY. Maximizing Women's Motivation in Domains Dominated by Men: Personally Known Versus Famous Role Models. PSYCHOLOGY OF WOMEN QUARTERLY 2023; 47:213-230. [PMID: 37168387 PMCID: PMC10164238 DOI: 10.1177/03616843231156165] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/07/2023]
Abstract
Two studies (n = 1,522) examined the impact of role models in sport and science, technology, engineering, and mathematics (STEM) domains where gender discrimination has resulted in a lack of high-profile women. We examined the role of gender matching of personally known and famous exemplars on women's and men's motivation. Participants nominated a woman or man in sport (Study 1) or STEM (Study 2) who was either famous or known to them personally; they then indicated the extent to which they perceived this individual to be a motivating role model. Women and men were more motivated by personally known (vs. famous) role models. For famous exemplars, both women and men were most motivated by same-gender models (Studies 1 and 2). For personally known exemplars, men were similarly motivated by same- and other-gender models (Studies 1 and 2), but women were more motivated by same-gender models in sport (Study 1). Mediation analyses indicated that personally known (vs. famous) exemplars and, for women, same- (vs. other-) gender exemplars, were perceived as more attainable future selves and consequently were more motivating (Study 2). Given that there are fewer famous women in domains dominated by men, it is important to know if women can be inspired by personally known rather than famous individuals. These studies provide insight into the kinds of exemplars that are most motivating for women and may serve as a guide for educators and other practitioners seeking to provide the best role models for girls and women in domains dominated by men. Additional online materials for this article are available on PWQ's website athttp://journals.sagepub.com/doi/suppl/10.1177/03616843231156165.
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Affiliation(s)
- Claire Midgley
- Department of Psychology, University of Toronto, Toronto, ON, Canada
| | - Penelope Lockwood
- Department of Psychology, University of Toronto, Toronto, ON, Canada
| | - Lisa Y. Hu
- Department of Psychology, University of Toronto, Toronto, ON, Canada
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2
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Starr CR, Leaper C. Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations. GROUP PROCESSES & INTERGROUP RELATIONS 2022. [DOI: 10.1177/13684302221128235] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Women and underrepresented minoritized (URM) persons remain marginalized in physical science, technology, engineering, and math (pSTEM). Relative to non-URM men, URM women may experience a double disadvantage based on their gender and race whereby they observe few same-gender and few same-race role models in pSTEM while additionally internalizing stereotypes linking pSTEM with non-URM men. Our hypothesized model was partly supported in a sample of undergraduates ( N = 1,068; 68% women, 44% URM). First, perceiving same-gender or same-race pSTEM role models predicted lower explicit stereotypes among women and URM individuals regarding gender and race, respectively. Second, explicit and implicit associations linking pSTEM with men and White/Asian persons predicted (a) lower pSTEM identity among women and URM students and (b) higher identity among men and non-URM students. Finally, both implicit and explicit pSTEM identity positively predicted expectancy–value beliefs.
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3
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Whitenack LB, Mickley BL, Saltzman J, Kajiura SM, Macdonald CC, Shiffman DS. A content analysis of 32 years of Shark Week documentaries. PLoS One 2022; 17:e0256842. [PMID: 36327262 PMCID: PMC9632781 DOI: 10.1371/journal.pone.0256842] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2021] [Accepted: 09/22/2022] [Indexed: 11/05/2022] Open
Abstract
Despite evidence of their importance to marine ecosystems, at least 32% of all chondrichthyan species are estimated or assessed as threatened with extinction. In addition to the logistical difficulties of effectively conserving wide-ranging marine species, shark conservation is believed to have been hindered in the past by public perceptions of sharks as dangerous to humans. Shark Week is a high-profile, international programming event that has potentially enormous influence on public perceptions of sharks, shark research, shark researchers, and shark conservation. However, Shark Week has received regular criticism for poor factual accuracy, fearmongering, bias, and inaccurate representations of science and scientists. This research analyzes the content and titles of Shark Week episodes across its entire 32 years of programming to determine if there are trends in species covered, research techniques featured, expert identity, conservation messaging, type of programming, and portrayal of sharks. We analyzed titles from 272 episodes (100%) of Shark Week programming and the content of all available (201; 73.9%) episodes. Our data demonstrate that the majority of episodes are not focused on shark bites, although such shows are common and many Shark Week programs frame sharks around fear, risk, and adrenaline. While criticisms of disproportionate attention to particular charismatic species (e.g. great whites, bull sharks, and tiger sharks) are accurate and supported by data, 79 shark species have been featured briefly at least once. Shark Week's depictions of research and of experts are biased towards a small set of (typically visual and expensive) research methodologies and (mostly white, mostly male) experts, including presentation of many white male non-scientists as scientific experts. While sharks are more often portrayed negatively than positively, limited conservation messaging does appear in 53% of episodes analyzed. Results suggest that as a whole, while Shark Week is likely contributing to the collective public perception of sharks as bad, even relatively small alterations to programming decisions could substantially improve the presentation of sharks and shark science and conservation issues.
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Affiliation(s)
- Lisa B. Whitenack
- Departments of Biology & Geology, Allegheny College, Meadville, Pennsylvania, United States of America,* E-mail:
| | - Brady L. Mickley
- Department of Environmental Science, Allegheny College, Meadville, Pennsylvania, United States of America
| | - Julia Saltzman
- Department of Biological Sciences, University of New Hampshire, Durham, New Hampshire, United States of America,Field School, Coconut Grove, Florida, United States of America,University of Miami Rosenstiel School of Marine and Atmospheric Science, Miami, Florida, United States of America
| | - Stephen M. Kajiura
- Florida Atlantic University, Boca Raton, Florida, United States of America
| | - Catherine C. Macdonald
- Field School, Coconut Grove, Florida, United States of America,University of Miami Rosenstiel School of Marine and Atmospheric Science, Miami, Florida, United States of America
| | - David S. Shiffman
- Arizona State University New College of Interdisciplinary Arts and Science, Glendale, Arizona, United States of America
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Leroy N, Max S, Pansu P. Is Emma or Liam the Top Scorer in Math? The Effects of a Counter-Stereotypical Role Model on Math Achievement. SEX ROLES 2022. [DOI: 10.1007/s11199-022-01289-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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5
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The Impact of Female Role Models Leading a Group Mentoring Program to Promote STEM Vocations among Young Girls. SUSTAINABILITY 2022. [DOI: 10.3390/su14031420] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
From an early age, girls disregard studies related to science, technology, engineering, or mathematics (STEM), and this means that a gender gap begins during secondary education and continues to increase over time. Multiple causes have been identified for this phenomenon in the literature, and numerous initiatives are being carried out to reverse this situation. In this paper, we analyze the impact that a group mentoring initiative led by a female STEM role model had on the young people who participated and whether the impact was different based on their sex. We analyzed how these mentoring sessions affected their attitudes towards technology, mathematical self-efficacy, gender stereotypes, science and technology references, and career vocations. To this end, 303 students between the ages of 10 and 12 years old from 10 schools in Spain participated in the six sessions comprising the program and completed a series of questionnaires before and after participating. The results show that the program had an impact on the students’ attitudes towards technology, increased the number of female STEM references they knew, and improved their opinions of vocations and professions related to science and technology. The impact was greater among girls, although in aspects such as attitudes towards technology, the female participants still demonstrated lower values than boys. The program did not improve the stereotypes that the young participants had about mathematical self-efficacy, which was also always lower among girls. We conclude that the lack of STEM vocations among girls is rooted in multiple social, educational, and personal aspects that need to be addressed from a very early age and that should involve multiple agents.
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Rubin-McGregor J, Zhao Z, Tamir DI. Simulation induces durable, extensive changes to self-knowledge. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2022. [DOI: 10.1016/j.jesp.2021.104229] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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7
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Gartzia L, Morgenroth T, Ryan MK, Peters K. Testing the motivational effects of attainable role models: Field and experimental evidence. JOURNAL OF THEORETICAL SOCIAL PSYCHOLOGY 2021. [DOI: 10.1002/jts5.121] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Leire Gartzia
- Department of Management Deusto Business School University of Deusto Bilbao Spain
| | | | - Michelle K. Ryan
- Department of Psychology University of Exeter Exeter UK
- Global Institute for Women’s Leadership The Australian National University Canberra Australia
| | - Kim Peters
- Department of Management University of Exeter Business School Exeter UK
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Gladstone JR, Cimpian A. Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM. INTERNATIONAL JOURNAL OF STEM EDUCATION 2021; 8:59. [PMID: 34868806 PMCID: PMC8636406 DOI: 10.1186/s40594-021-00315-x] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2021] [Accepted: 11/02/2021] [Indexed: 05/31/2023]
Abstract
Is exposing students to role models an effective tool for diversifying science, technology, engineering, and mathematics (STEM)? So far, the evidence for this claim is mixed. Here, we set out to identify systematic sources of variability in STEM role models' effects on student motivation: If we determine which role models are effective for which students, we will be in a better position to maximize role models' impact as a tool for diversifying STEM. A systematic narrative review of the literature (55 articles) investigated the effects of role models on students' STEM motivation as a function of several key features of the role models (their perceived competence, their perceived similarity to students, and the perceived attainability of their success) and the students (their gender, race/ethnicity, age, and identification with STEM). We conclude with four concrete recommendations for ensuring that STEM role models are motivating for students of all backgrounds and demographics-an important step toward diversifying STEM. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1186/s40594-021-00315-x.
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Affiliation(s)
- Jessica R. Gladstone
- Department of Psychology, New York University, 6 Washington Place, New York, NY 10003 USA
- Present Address: Department of Foundations of Education, Virginia Commonwealth University, 1015 West Main Street, Richmond, VA 23284 USA
| | - Andrei Cimpian
- Department of Psychology, New York University, 6 Washington Place, New York, NY 10003 USA
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Brandt S, Cotner S, Koth Z, McGaugh S. Scientist Spotlights: Online assignments to promote inclusion in Ecology and Evolution. Ecol Evol 2020; 10:12450-12456. [PMID: 33250985 PMCID: PMC7679542 DOI: 10.1002/ece3.6849] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2020] [Revised: 08/03/2020] [Accepted: 08/18/2020] [Indexed: 02/02/2023] Open
Abstract
Scientific disciplines face large diversity challenges, with the fields of ecology and evolution being among the most homogeneous-specifically with respect to race and ethnicity. These problems have been recently compounded by large-scale racial unrest, highlighting some of the underlying disparities that have led to these diversity challenges, and a global pandemic, which, by moving instruction online, has created new challenges for inclusive teaching. Among the inclusive-teaching techniques that can be implemented during remote instruction are Scientist Spotlights-role-model interventions that use available online materials to highlight the work of scientists representing multiple axes of diversity. We report here on the implementation of Scientist Spotlights in two courses, both of which emphasize ecology and evolution. We conclude with sample resources and suggestions for adopters.
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Affiliation(s)
- Samantha Brandt
- Department of Biology Teaching and LearningUniversity of Minnesota Twin CitiesMinneapolisMNUSA
| | - Sehoya Cotner
- Department of Biology Teaching and LearningUniversity of Minnesota Twin CitiesMinneapolisMNUSA
| | - Zoe Koth
- Department of Biology Teaching and LearningUniversity of Minnesota Twin CitiesMinneapolisMNUSA
| | - Suzanne McGaugh
- Department of Ecology Evolution and BehaviorUniversity of Minnesota Twin CitiesSaint PaulMNUSA
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Çetinkaya E, Herrmann SD, Kisbu-Sakarya Y. Adapting the values affirmation intervention to a multi-stereotype threat framework for female students in STEM. SOCIAL PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s11218-020-09594-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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11
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González-Pérez S, Mateos de Cabo R, Sáinz M. Girls in STEM: Is It a Female Role-Model Thing? Front Psychol 2020; 11:2204. [PMID: 33013573 PMCID: PMC7511552 DOI: 10.3389/fpsyg.2020.02204] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Accepted: 08/05/2020] [Indexed: 12/23/2022] Open
Abstract
Women are underrepresented in STEM (science, technology, engineering, and mathematics) careers, and this poses new challenges at the dawn of the era of digital transformation. The goal of the present study is to demonstrate how female role models influence girls' preferences for STEM studies. This paper evaluates a role-model intervention in which female volunteers working in STEM go into schools to talk to girls about their careers. The study was conducted with 304 girls, from 12 years old (sixth primary grade) to 16 years old (fourth secondary grade), both before and after the role-model sessions. An adaptation of the expectancy-value theory of achievement motivation is used to test the extent to which this role-model intervention improves girls' beliefs that they can be successful in STEM fields and increases their likelihood of choosing a STEM career. The results of multigroup structural equation modeling analysis show that on average, the role-model intervention has a positive and significant effect on mathematics enjoyment, importance attached to math, expectations of success in math, and girls' aspirations in STEM, and a negative effect on gender stereotypes. Additionally, the female role-model sessions significantly increase the positive impact of expectations of success on STEM choices. Finally, the moderation role of the counterstereotypical content of the role-model sessions is tested. The results show that the higher the counterstereotypical character of the sessions, the higher the relationship between expectations of success in math and the choice of STEM. These results are discussed regarding their implications for long-term STEM engagement.
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Affiliation(s)
- Susana González-Pérez
- Department of Business Economics, School of Business & Economics, Universidad CEU San Pablo, Madrid, Spain
| | - Ruth Mateos de Cabo
- Department of Business Economics, School of Business & Economics, Universidad CEU San Pablo, Madrid, Spain
| | - Milagros Sáinz
- Internet Interdisciplinary Institute, Universitat Oberta de Catalunya (UOC), Barcelona, Spain
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12
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Gruber J, Mendle J, Lindquist KA, Schmader T, Clark LA, Bliss-Moreau E, Akinola M, Atlas L, Barch DM, Barrett LF, Borelli JL, Brannon TN, Bunge SA, Campos B, Cantlon J, Carter R, Carter-Sowell AR, Chen S, Craske MG, Cuddy AJC, Crum A, Davachi L, Duckworth AL, Dutra SJ, Eisenberger NI, Ferguson M, Ford BQ, Fredrickson BL, Goodman SH, Gopnik A, Greenaway VP, Harkness KL, Hebl M, Heller W, Hooley J, Jampol L, Johnson SL, Joormann J, Kinzler KD, Kober H, Kring AM, Paluck EL, Lombrozo T, Lourenco SF, McRae K, Monin JK, Moskowitz JT, Natsuaki MN, Oettingen G, Pfeifer JH, Prause N, Saxbe D, Smith PK, Spellman BA, Sturm V, Teachman BA, Thompson RJ, Weinstock LM, Williams LA. The Future of Women in Psychological Science. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2020; 16:483-516. [PMID: 32901575 PMCID: PMC8114333 DOI: 10.1177/1745691620952789] [Citation(s) in RCA: 38] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
There has been extensive discussion about gender gaps in representation and career advancement in the sciences. However, psychological science itself has yet to be the focus of discussion or systematic review, despite our field's investment in questions of equity, status, well-being, gender bias, and gender disparities. In the present article, we consider 10 topics relevant for women's career advancement in psychological science. We focus on issues that have been the subject of empirical study, discuss relevant evidence within and outside of psychological science, and draw on established psychological theory and social-science research to begin to chart a path forward. We hope that better understanding of these issues within the field will shed light on areas of existing gender gaps in the discipline and areas where positive change has happened, and spark conversation within our field about how to create lasting change to mitigate remaining gender differences in psychological science.
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Affiliation(s)
- June Gruber
- Department of Psychology and Neuroscience, University of Colorado Boulder
| | - Jane Mendle
- Department of Human Development, Cornell University
| | | | - Toni Schmader
- Department of Psychology, University of British Columbia
| | | | - Eliza Bliss-Moreau
- Department of Psychology, University of California, Davis, and the California National Primate Research Center, Davis, California
| | | | - Lauren Atlas
- National Center for Complementary and Integrative Health and National Institute of Mental Health, National Institutes of Health, Bethesda, Maryland
| | - Deanna M Barch
- Department of Psychological & Brain Sciences, Washington University in St. Louis.,Departments of Psychiatry and Radiology, School of Medicine, Washington University in St. Louis
| | - Lisa Feldman Barrett
- Department of Psychology, Northeastern University.,Massachusetts General Hospital/Harvard Medical School
| | - Jessica L Borelli
- Department of Psychological Science, University of California, Irvine
| | | | - Silvia A Bunge
- Department of Psychology, University of California, Berkeley
| | - Belinda Campos
- Department of Psychological Science, University of California, Irvine.,Department of Chicano/Latino Studies, University of California, Irvine
| | | | - Rona Carter
- Department of Psychology, University of Michigan
| | - Adrienne R Carter-Sowell
- Department of Psychological and Brain Sciences and Africana Studies Program, Texas A&M University
| | - Serena Chen
- Department of Psychology, University of California, Berkeley
| | | | | | - Alia Crum
- Department of Psychology, Stanford University
| | | | | | - Sunny J Dutra
- Department of Clinical Psychology, William James College
| | | | | | | | | | | | - Alison Gopnik
- Department of Psychology, University of California, Berkeley
| | | | | | - Mikki Hebl
- Department of Psychology, Rice University
| | - Wendy Heller
- Department of Psychology, University of Illinois Urbana-Champaign
| | - Jill Hooley
- Department of Psychology, Harvard University
| | | | - Sheri L Johnson
- Department of Psychology, University of California, Berkeley
| | | | | | - Hedy Kober
- Department of Clinical Psychology, William James College.,Department of Psychology, Yale University
| | - Ann M Kring
- Department of Psychology, University of California, Berkeley
| | | | | | | | | | - Joan K Monin
- Social and Behavioral Sciences, Yale School of Public Health
| | | | | | | | | | | | - Darby Saxbe
- Department of Psychology, University of Southern California
| | - Pamela K Smith
- Rady School of Management, University of California, San Diego
| | | | - Virginia Sturm
- Memory and Aging Center, University of California, San Francisco
| | | | - Renee J Thompson
- Department of Psychological & Brain Sciences, Washington University in St. Louis
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13
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Abstract
A considerable body of research exists on women in leadership and likewise, on women in STEM (science, technology, engineering, mathematics) fields. However, the intersection of the two is terra incognita: women in leadership in STEM. At the most fundamental level, we do not even have a solid idea of how many women hold leadership positions in STEM. This study determined the proportion of women in leadership positions in several academic STEM areas via a sampling of institutions across the United States. In every area studied, women held fewer leadership positions than the proportion of female PhDs in those fields. The proportion of women in non-STEM specific top academic leadership roles was also examined to see what proportion of those individuals leading academic institutions might have background in a STEM discipline and how that compares to men in the same positions.
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