1
|
The Impact of Career Choice on the Implicit Gender–Career Bias Among Undergraduate Brazilian Students. BEHAVIOR AND SOCIAL ISSUES 2021. [DOI: 10.1007/s42822-021-00075-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
|
2
|
Farrell L, Nearchou F, McHugh L. Examining the effectiveness of brief interventions to strengthen a positive implicit relation between women and STEM across two timepoints. SOCIAL PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s11218-020-09576-w] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
AbstractThe current study assessed the impact of three brief interventions aimed at influencing implicit gender bias in Science, Technology, Engineering and Math (STEM) fields. The reduction of this bias is a key consideration as it remains a major barrier to gender equality in STEM. The interventions (psychoeducation, exposure to positive counter-stereotypical exemplars and perspective-taking) were compared to a control group at two timepoints. Gender-STEM bias was assessed at the implicit level (via the Implicit Relational Assessment Procedure; IRAP) and the explicit level (via rating scales). Two hundred and ten adults (58.1% women) completed one of the four study conditions. Results indicated that implicit gender-STEM bias is malleable, at least in the short term. At Time 1, intervention groups showed higher levels of implicit pro-Women-STEM bias and lower levels of pro-Men-STEM bias than the Control group. Psychoeducation appeared most effective, followed by exposure to positive counter-stereotypical exemplars. Results from Time 2 presented a more complex picture of implicit bias change, as the control group exhibited an increased pro-Women-STEM bias that was unexpected. The implications of these findings are discussed in relation to refining the interventions, the malleability of gender-STEM bias and the measurement of implicit bias across contexts.
Collapse
|
3
|
Using the Implicit Relational Assessment Procedure (IRAP) to Examine Implicit Gender Stereotypes in Science, Technology, Engineering and Maths (STEM). PSYCHOLOGICAL RECORD 2020. [DOI: 10.1007/s40732-020-00401-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
|
4
|
Farrell L, McHugh L. Exploring the relationship between implicit and explicit gender-STEM bias and behavior among STEM students using the Implicit Relational Assessment Procedure. JOURNAL OF CONTEXTUAL BEHAVIORAL SCIENCE 2020. [DOI: 10.1016/j.jcbs.2019.12.008] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
|
5
|
Drake CE, Codd RT, Terry C. Assessing the validity of implicit and explicit measures of stigma toward clients with substance use disorders among mental health practitioners. JOURNAL OF CONTEXTUAL BEHAVIORAL SCIENCE 2018. [DOI: 10.1016/j.jcbs.2018.03.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
|
6
|
Adolescents’ Implicit and Explicit Attitudes Toward Cyberbullying: an Exploratory Study Using the Implicit Relational Assessment Procedure (IRAP) and Self-Report Measures. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/s40732-017-0261-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
|
7
|
Farrell L, McHugh L. Examining gender-STEM bias among STEM and non-STEM students using the Implicit Relational Assessment Procedure (IRAP). JOURNAL OF CONTEXTUAL BEHAVIORAL SCIENCE 2017. [DOI: 10.1016/j.jcbs.2017.02.001] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
|
8
|
Hughes S, Barnes-Holmes D, Smyth S. Implicit Cross-Community Biases Revisited: Evidence for Ingroup Favoritism in the Absence of Outgroup Derogation in Northern Ireland. PSYCHOLOGICAL RECORD 2016. [DOI: 10.1007/s40732-016-0210-3] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|