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AuBuchon KE, Stock ML, Mathur VA, Attey B, Bowleg L. Bystander Acknowledgment Mitigates the Psychological and Physiological Pain of Racial Discrimination for Black Young Adults: A Randomized Controlled Trial. THE JOURNAL OF PAIN 2024; 25:104560. [PMID: 38735424 PMCID: PMC11347098 DOI: 10.1016/j.jpain.2024.104560] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2023] [Revised: 04/29/2024] [Accepted: 05/04/2024] [Indexed: 05/14/2024]
Abstract
Racism increases pain sensitization and contributes to racialized pain inequities; however, research has not tested interventions targeting racism to reduce pain. In this study, we examined whether White bystanders can act to mitigate racism's pain-sensitizing effects. To simulate racial exclusion in the laboratory, Black young adults (age 18-30; N = 92) were randomly assigned to be included or excluded by White players in a ball-tossing game (Cyberball). For half of the excluded participants, White bystanders acknowledged and apologized for the racial exclusion. Participants completed a cold pressor task to assess pain threshold, tolerance, and unpleasantness, and completed a survey assessing psychological needs (ie, belongingness, self-esteem, meaningful existence, and self-control). Participants who experienced racial exclusion reported significantly more threatened psychological needs and increased laboratory pain sensitization (ie, lower pain threshold and tolerance) than those who were included. However, when a White bystander acknowledged the racism, excluded participants reported higher levels of self-control, self-esteem, and decreased pain sensitization (pain threshold and tolerance) relative to excluded participants whose experience was not acknowledged. Our findings support that racism increased Black people's pain sensitivity and provide initial evidence for White bystander acknowledgment as a health intervention. PERSPECTIVE: Continual exposure to racism likely contributes to inequities in pain sensitization. We demonstrate that acute exposure to mild racism increases acute pain sensitization. Results suggest that a bystander acknowledging witnessed racism can buffer the acute sensitizing effects of racism on pain, pointing to the potential of interpersonal interventions targeting racism. TRIAL REGISTRATION: Clinicaltrials.gov NCT06113926.
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Affiliation(s)
- Katarina E AuBuchon
- Lombardi Comprehensive Cancer Center, Georgetown University, Washington, District of Columbia.
| | - Michelle L Stock
- Department of Psychological and Brain Sciences, The George Washington University, Washington, District of Columbia
| | - Vani A Mathur
- Department of Psychological and Brain Sciences, Texas A&M University, College Station, Texas
| | - Brianna Attey
- Department of Psychological and Brain Sciences, The George Washington University, Washington, District of Columbia
| | - Lisa Bowleg
- Department of Psychological and Brain Sciences, The George Washington University, Washington, District of Columbia
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2
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Ayyildiz F, Özalp Türetgen I, Bayazit M. Effects of Stereotype Threat on Women's Leadership Aspirations and Affective Responses: The Role of Stigma Consciousness. Psychol Rep 2024:332941241257434. [PMID: 38822638 DOI: 10.1177/00332941241257434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/03/2024]
Abstract
This paper aims to investigate the role of stereotype threat and the moderating role of gender stigma consciousness on women's leadership aspiration, leadership career goal, social self-esteem, and negative affect across two experimental studies in Türkiye. We expected the detrimental effects of streotype threat to be experienced by those with high gender stigma consciousness. The first study, involving 130 female undergraduates (Mage = 20.7, SD = 4.4), presented implicit stereotype threat and showed that the threat increased the interest of team membership and women low in stigma consciousness reported higher leadership career goals than those high in stigma consciousness. The second study, conducted with 90 female undergraduates (Mage = 20.6, SD = 1.6), presented explicit stereotype threat and showed that the explicit threat had negative effect on leadership aspiration, and women high in stigma consciousness felt more negative affect and less social self-esteem due to threat than those who were low. The present research contributes to the women's leadership literature by identifying for the first time the role of stigma consciousness in the motivational and affective consequences of stereotype threat.
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Affiliation(s)
- Ferhat Ayyildiz
- Department of Psychology, Istanbul University, Istanbul, Türkiye
| | | | - Mahmut Bayazit
- Sabancı Business School, Sabancı University, Istanbul, Türkiye
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3
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Han I, Belmi P, Thomas-Hunt M, Summers C. Managers Can Support Employees in Working-Class Contexts by Promoting Growth Mindsets. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2024:1461672241235625. [PMID: 38682793 DOI: 10.1177/01461672241235625] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/01/2024]
Abstract
White-collar workplaces are critical "gateway" contexts. They play a crucial role in providing valuable opportunities and upward social mobility. Some groups are less likely, however, to feel they belong in these settings. For example, those with a college degree may feel relatively at ease. However, those without may be uncertain about whether they will be fully included. We examine one possibility for addressing these class-based belonging gaps. A growing education literature demonstrates the power of growth mindsets. We extend this research to the workplace and test its benefits. In two preregistered experiments (N = 1,777), we find that endorsing growth mindsets can support working-class (WK) individuals. When managers have a growth mindset, WK individuals report high sense of belonging. The effect occurred because managers with growth mindsets reduced identity threat. A preregistered survey of employees in the real world (N = 300) triangulated these findings. Sense of belonging was higher among those who believed their manager had a growth mindset. Furthermore, they reported greater job satisfaction and commitment. These findings have important implications for the growing conversation on addressing class divides.
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Affiliation(s)
| | - Peter Belmi
- University of Virginia, Charlottesville, USA
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4
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Camacho G, Reinka MA. Se Habla Español: The role of ethnic centrality in the effect of providing Spanish-language services in health clinics among Latinx Americans. J Health Psychol 2024:13591053241235443. [PMID: 38439509 DOI: 10.1177/13591053241235443] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/06/2024] Open
Abstract
The present work experimentally examines whether a Spanish-speaking healthcare provider (an identity safety cue) increases the anticipated quality of care and healthcare utilization intentions of Latinx Americans (N = 180) and whether this effect is moderated by ethnic centrality. We find that providing Spanish-language services, versus not, on a healthcare facility's webpage significantly increases both anticipated quality of care and healthcare utilization intentions-but only for Latinx Americans who perceive their ethnicity as highly central to their self-concept. Likewise, we find that anticipated quality of care mediates the effect that identity safety cues have on healthcare utilization intentions only for Latinx Americans high on ethnic centrality. These findings demonstrate that members of minoritized ethnic groups shown to be the most susceptible to experiencing concerns of discrimination (people high on ethnic centrality) are also the most likely to benefit from identity safety cues that are designed to mitigate these very concerns.
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Allen CL, Montes E, Hoang T, Romo T, Peña J, Navarro J. Can Stereotype Threat and Lift Visual Messages Affect Subsequent Physical Activity? Evidence from a Controlled Experiment Using Accelerometers. HEALTH COMMUNICATION 2023:1-12. [PMID: 37941378 DOI: 10.1080/10410236.2023.2277573] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/10/2023]
Abstract
This study investigated how visual messages conveying stereotype threat or lift influenced physical activity performance. Participants (N = 380) were exposed to a stereotype threat, lift, or control condition image and then engaged in a running task. Accelerometers recorded forward-backward movement, upward-downward movement, and sideways balance. Stereotype threat exposure increased state anxiety relative to the control condition. In addition, forward-backward movement was linked to state anxiety and participants' sex. Moreover, women exposed to stereotype threat who experienced increased state anxiety showed reduced forward-backward movement. Men exposed to stereotype lift displayed higher forward-backward movement. Additionally, stereotype threat visual message exposure increased sideways balance activity for women but not for men. Upward-downward movement was unaffected by stereotype threat or lift. We discuss theoretical and practical implications of how exposure to visual stereotypes can influence physical activity performance.
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Affiliation(s)
- Camren L Allen
- Department of Communication, University of California, Davis
| | - Enoch Montes
- Department of Communication, The Ohio State University
| | - Troy Hoang
- Department of Communication, University of California, Davis
| | - Therek Romo
- Department of Communication, University of California, Davis
| | - Jorge Peña
- Department of Communication, University of California, Davis
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Cortland CI, Kinias Z. Adding Fuel to the Collective Fire: Stereotype Threat, Solidarity, and Support for Change. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2023:1461672231202630. [PMID: 37864468 DOI: 10.1177/01461672231202630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2023]
Abstract
We hypothesize a yet-unstudied effect of experiencing systemic stereotype threat on women's collective action efforts: igniting women's support for other women and motivation to improve organizational gender balance. Hypotheses are supported in two surveys (Study 1: N = 1,365 business school alumnae; Study 2: N = 386 women Master of Business Administration [MBA]), and four experiments (Studies 3-6; total N = 1,897 working women). Studies 1 and 2 demonstrate that experiencing stereotype threat is negatively associated with women's domain-relevant engagement (supporting extant work on the negative effects of stereotype threat), but positively associated with women's support and advocacy of gender balance. Studies 3 to 6 provide causal evidence that stereotype threat activation leads to greater attitudes and intentions to support gender balance, ruling out negative affect as an alternative explanation and identifying ingroup solidarity as a mechanism. We discuss implications for working women, women leaders, and organizations striving to empower their entire workforce through developing equitable and inclusive practices.
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Affiliation(s)
| | - Zoe Kinias
- Ivey Business School, University of Western Ontario, London, Canada
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Mohamed S, Abbashar A, Abushama H. Women's career motivation: social barriers and enablers in Sudan. Front Psychol 2023; 14:1153613. [PMID: 37720639 PMCID: PMC10501794 DOI: 10.3389/fpsyg.2023.1153613] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2023] [Accepted: 08/02/2023] [Indexed: 09/19/2023] Open
Abstract
Introduction This study presents an original contribution by examining an often-neglected country in the Middle East and Northeast Africa (MENA), with a specific focus on women's career research. It identifies challenges that have created barriers for Sudanese women's career progression, consequently limiting their opportunities for career and leadership growth. To conceptualize understand women's career motivations on a global and regional scale, the study conducted an in-depth review and analysis of literature, benchmarked similar countries, and incorporated psychological and organizational behavior theories, alongside examples of women's empowerment cases from the MENA region. Methods The study employs a multifaceted approach that involves exploring psychological and organizational theories, drawing insights from self-efficacy, stereotype, and implicit bias theories, as well as MENA empowerment cases. Additionally, an empirical investigation is conducted through an extensive three-round Delphi study involving 75 Sudanese women leaders from diverse sectors. The empirical findings are crucial for understanding obstacles faced by women and the impact of Sudan's unique social context on their career paths. Results The research findings shed light on the complex interplay of factors creating roadblocks for Sudanese women's career advancement. Sudan's distinctive social context significantly shapes and influences women's career motivations in diverse and interconnected ways. Empirical evidence from the Delphi study underscores the broad impact of these roadblocks, highlighting the multiplicity of challenges faced by women in Sudan. This comprehensive analysis not only aids in comprehending workplace obstacles but also provides valuable insights into the diverse experiences and needs of female employees. The findings emphasize the broad impact of these barriers on women, underscoring their varied challenges. Discussion The research holds far-reaching implications. By contextually identifying barriers that impede Sudanese women's career motivations, the study lays a foundation for targeted solutions. This understanding is grounded in historical, theoretical, and policy-making perspectives, enabling informed strategies to support women's advancement. The study also offers actionable policy recommendations for governments, workplaces, and stakeholders, facilitating women's career growth through policy reforms and capacity-building initiatives. Furthermore, its significance extends beyond Sudan, acting as a catalyst for developing gender-responsive policies in similar MENA countries and beyond.
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Affiliation(s)
- Souad Mohamed
- Middle East Centre, London School of Economics and Political Science, London, United Kingdom
| | - Aida Abbashar
- Middle East Centre, London School of Economics and Political Science, London, United Kingdom
| | - Hala Abushama
- The Gender Studies Institute, University of Khartoum, Khartoum, Sudan
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8
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Kirby TA, Russell Pascual N, Hildebrand LK. The Dilution of Diversity: Ironic Effects of Broadening Diversity. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2023:1461672231184925. [PMID: 37462240 DOI: 10.1177/01461672231184925] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2023]
Abstract
Diversity is one of the buzzwords of the 21st century. But who counts as diverse? We coded diversity statements to examine how organizations typically define diversity and whether oppressed-group members perceive some definitions as diluting diversity, or detracting from the original intention of diversity initiatives. Organizations most commonly opted for a broad definition of diversity (38%) that focused on diversity in perspectives and skills, with no mention of demographic group identities (e.g., race; Study 1). In Studies 2 and 3, people of color perceived broad statements as diluting diversity more than other diversity statements. They were also less interested in working at those organizations, and broad statements led sexual minorities to be less willing to disclose their sexual identity (Study 4). Thus, broadening the definition of diversity to include individual characteristics and skills may backfire, unless the importance of demographic diversity is also acknowledged.
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Frühauf M, Hildebrandt J, Mros T, Zander L, McElvany N, Hannover B. Does an immigrant teacher help immigrant students cope with negative stereotypes? Preservice teachers' and school students' perceptions of teacher bias and motivational support, as well as stereotype threat effects on immigrant students' learning. SOCIAL PSYCHOLOGY OF EDUCATION 2023:1-41. [PMID: 37362049 PMCID: PMC10257183 DOI: 10.1007/s11218-023-09793-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Accepted: 05/02/2023] [Indexed: 06/28/2023]
Abstract
Can immigrant school students profit from an immigrant teacher sharing their minority background? We investigate preservice teachers' (Study 1; Mage = 26.29 years; 75.2% female) and school students' (Study 2; Mage = 14.88 years; 49.9% female) perceptions of a teacher as well as immigrant school students' learning gains (Study 2) by comparing four experimental video conditions in which a female teacher with a Turkish or German name instructs school students in a task while either saying that learning gains differed (stereotype activation) or did not differ (no stereotype activation) between immigrant and non-immigrant students. Study 1 shows that preservice teachers, regardless of their own cultural background, perceived the Turkish origin teacher as less biased, even when she voiced the stereotype, and as more motivationally supportive of school students in general than the German origin teacher. Study 2 shows that in contrast, among school students, the minority teacher was not perceived as less biased than the majority teacher. Rather, immigrant school students, in particular those with Turkish roots, were more concerned than students of the German majority that the teacher-irrespective of her background-was biased. Interestingly, these differences between students from different backgrounds disappeared when the teacher said that learning gains differed between immigrant and non-immigrant students. Immigrant school students of non-Turkish backgrounds, but not Turkish origin students suffered in their learning when instructed by the Turkish origin teacher who voiced the stereotype. We discuss implications for teacher recruitment.
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Affiliation(s)
- Madita Frühauf
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany
| | - Johanna Hildebrandt
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany
| | - Theresa Mros
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany
| | | | - Nele McElvany
- Institut Für Schulentwicklungsforschung IFS (Institute for School Development Research), Technische Universität Dortmund, Dortmund, Germany
| | - Bettina Hannover
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany
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10
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Ruggs EN, Bilotta I, Membere A, King EB, Shelby Rosette A. At the Intersection: The Influence of Race on Women’s Leadership Self-Efficacy Development. GROUP & ORGANIZATION MANAGEMENT 2023. [DOI: 10.1177/10596011231161973] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/08/2023]
Abstract
Leadership self-efficacy (LSE), one’s beliefs in their own ability, knowledge, and skills in leading others effectively, can play a large role in how individuals develop and perform as leaders. Understanding the dynamics of LSE growth may be particularly important when considering the development of female leaders. The institutional barriers and gender inequities experienced by women can change the trajectory of their course to leadership; however, the ways in which the course changes likely differ as a function of intersecting identities. Rather than presume all women share common leadership development opportunities and experiences, we contend that women’s LSE is informed by experiences unique to their racial and ethnic backgrounds. According to intersectionality theory, individuals are part of multiple social categories that can shape their experiences. In the current paper, we focus on how the intersection of gender and race influence the development of LSE across the life span for White, Black, Asian American women, and Latinas. Integrating social cognitive theory with intersectionality theory, we explore how gendered and racialized experiences prior to and during adulthood shape women’s leadership self-efficacy. We also discuss ways that organizations can help reduce and counteract negative consequences of barriers to LSE for different women.
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Affiliation(s)
| | | | - Ashley Membere
- California State University, Dominguez Hills, Carson, CA, USA
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11
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Derricks V, Johnson IR, Pietri ES. Black (patients') lives matter: Exploring the role of identity-safety cues in healthcare settings among Black Americans. J Health Psychol 2023; 28:30-47. [PMID: 35570659 DOI: 10.1177/13591053221090850] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Two online experiments investigated whether hypothetical physicians' use of an identity-safety cue acknowledging systemic injustice (a Black Lives Matter pin) improves Black Americans' evaluations of the physician and feelings of identity-safety. Across studies, findings showed that when a White physician employed the identity-safety cue, Black Americans reported stronger perceptions of physician allyship and increased identity-safety (e.g. trust). As predicted, use of the identity-safety cue produced smaller or non-significant effects when employed by a Black physician. These benefits emerged regardless of physicians' perceived motivation for employing the cue (e.g. whether the physician was personally motivated to employ the cue or his medical practice encouraged use of the cue; Study 2). Furthermore, analyses revealed that exposure to the identity-safety cue promoted a greater sense of identity-safety for Black Americans due to increased perceptions that the physician is an ally for Black individuals. Implications of identity-safety cues for racially discordant medical interactions are discussed.
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Affiliation(s)
- Veronica Derricks
- Department of Psychology, Indiana University - Purdue University Indianapolis, Indianapolis, IN, USA
| | - India R Johnson
- Department of Psychology, Butler University, Indianapolis, IN, USA
| | - Evava S Pietri
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
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12
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Peng MYP. Evaluating the impact of employees’ perception of identity threat on knowledge sharing behavior during COVID-19: The mediation and moderation effect of social capital and reward system. Front Psychol 2022; 13:936304. [DOI: 10.3389/fpsyg.2022.936304] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Accepted: 10/19/2022] [Indexed: 12/02/2022] Open
Abstract
Quarantine policies introduced in the context of COVID-19 are affecting business operations and slowing down the flow rate of the overall economy. Different degrees and types of threats occur in both the living environment and the working environment during the epidemic prevention, which causes many additional uncertainties. The impact on employees is the identity threat from environment and organizations. This is different from the related research on the identification and impact of the threat before the occurrence of COVID-19. However, in the post-pandemic period, companies continue to strengthen important factors that can increase innovation and recovery, including the role of employee knowledge sharing. The organizational inequity and lack of organizational justice bring about the threat of internal identification in organizations. In order to ensure their own interests in organizations, employees may think twice when sharing knowledge. Therefore, this study explores the relationship among employees’ identity threat, social capital and knowledge sharing behavior from the perspective of organizational behavior. In this study, a sample of high-tech employees was conducted, and a total of 434 questionnaires were obtained. The research results show that employees’ perception of identity threat has a negative impact on knowledge sharing behavior and positively affects social capital; employees’ social capital positively affects their knowledge sharing behaviors; and organizational reward system moderates the relationship between identity threat and knowledge sharing behavior. Based on the comprehensive research findings, this research proposes corresponding theoretical and practical implications.
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Bowman NA, Logel C, LaCosse J, Jarratt L, Canning EA, Emerson KTU, Murphy MC. Gender representation and academic achievement among STEM-interested students in college STEM courses. JOURNAL OF RESEARCH IN SCIENCE TEACHING 2022; 59:1876-1900. [PMID: 36591375 PMCID: PMC9790698 DOI: 10.1002/tea.21778] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 03/18/2022] [Accepted: 04/22/2022] [Indexed: 06/17/2023]
Abstract
Substantial gender equity gaps in postsecondary degree completion persist within many science, technology, engineering, and mathematics (STEM) disciplines, and these disparities have not narrowed during the 21st century. Various explanations of this phenomenon have been offered; one possibility that has received limited attention is that the sparse representation of women itself has adverse effects on the academic achievement-and ultimately the persistence and graduation-of women who take STEM courses. This study explored the relationship between two forms of gender representation (i.e., the proportion of female students within a course and the presence of a female instructor) and grades within a sample of 11,958 STEM-interested undergraduates enrolled in 8686 different STEM courses at 20 colleges and universities. Female student representation within a course predicted greater academic achievement in STEM for all students, and these findings were generally stronger among female students than male students. Female students also consistently benefitted more than male students from having a female STEM instructor. These findings were largely similar across a range of student and course characteristics and were robust to different analytic approaches; a notable exception was that female student representation had particularly favorable outcomes for female students (relative to male students) within mathematics/statistics and computer science courses.
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Affiliation(s)
- Nicholas A. Bowman
- Department of Educational Policy and Leadership StudiesUniversity of IowaIowa CityUSA
| | - Christine Logel
- Social Development StudiesRenison University College affil. University of WaterlooWaterlooCanada
| | - Jennifer LaCosse
- Department of Behavioral SciencesUniversity of Michigan FlintFlintUSA
| | - Lindsay Jarratt
- Department of Educational Policy and Leadership StudiesUniversity of IowaIowa CityUSA
| | | | | | - Mary C. Murphy
- Department of Psychological and Brain SciencesIndiana UniversityBloomingtonUSA
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Moser CE, Branscombe NR. Communicating Inclusion: How Men and Women Perceive Interpersonal Versus Organizational Gender Equality Messages. PSYCHOLOGY OF WOMEN QUARTERLY 2022. [DOI: 10.1177/03616843221140300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022]
Abstract
Interpersonal allyship may serve as a justice cue to signal that an environment is fair to women without increasing men's expectations of anti-male bias. We investigated how exposure to justice cues communicated at the interpersonal and organizational level impact men's and women's perceptions of procedural justice and fairness at an organization. Men and women were asked to imagine working at one of three randomly assigned male-dominated workplaces. Women who imagined working with a White man who was a gender-equality ally (Study 1, N = 352, and Study 2, N = 488) perceived the organization as more procedurally just, identified more strongly with the organization, and were less likely to view their gender as a disadvantage compared to women who imagined a workplace with an organizational diversity statement (Study 2 only) or a control workplace with no justice cues. Men did not view the ally nor the diversity statement negatively in either study. Integrative data analysis revealed medium to large effects (Cohen's d range .74–1.30) across dependent measures included in both studies. Our results suggest that interpersonal allyship from men is a practical way to promote women's expectations of fair treatment without increasing the threat of anti-male bias among men. Additional online materials for this article are available on PWQ's website at http://journals.sagepub.com/doi/suppl/10.1177/03616843221140300.
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Affiliation(s)
- Charlotte E. Moser
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
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15
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Rodríguez JE, Figueroa E, Campbell KM, Washington JC, Amaechi O, Anim T, Allen KC, Foster KE, Hightower M, Parra Y, Wusu MH, Smith WA, Villarreal MA, Pololi LH. Towards a common lexicon for equity, diversity, and inclusion work in academic medicine. BMC MEDICAL EDUCATION 2022; 22:703. [PMID: 36195946 PMCID: PMC9533485 DOI: 10.1186/s12909-022-03736-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2022] [Accepted: 09/07/2022] [Indexed: 06/16/2023]
Abstract
Differential rewarding of work and experience has been a longtime feature of academic medicine, resulting in a series of academic disparities. These disparities have been collectively called a cultural or minority "tax," and, when considered beyond academic medicine, exist across all departments, colleges, and schools of institutions of higher learning-from health sciences to disciplines located on university campuses outside of medicine and health. A shared language can provide opportunities for those who champion this work to pool resources for larger impacts across the institution. This article aims to catalog the terms used across academic medicine disciplines to establish a common language describing the inequities experienced by Black, Latinx, American Indian/Alaska Native and Native Hawaiian/Other Pacific Islander, Women, and other underrepresented people as well as queer, disabled, and other historically marginalized or excluded groups. These ideas are specific to academic medicine in the United States, although many can be used in academic medicine in other countries. The terms were selected by a team of experts in equity, diversity, and inclusion, (EDI) who are considered national thought leaders in EDI and collectively have over 100 years of scholarship and experience in this area.
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Affiliation(s)
- José E Rodríguez
- University of Utah Health, 26 S 2000 E, 5750B EHSEB, Salt Lake City, UT, 84112, USA.
| | | | - Kendall M Campbell
- Department of Family Medicine, University of Texas Medical Branch, Galveston, TX, USA
| | | | | | - Tanya Anim
- Lee Memorial Health and Florida State University, Ft. Meyers, FL, USA
| | - Kari-Claudia Allen
- Prisma Health/University of South Carolina School of Medicine, Columbia, SC, USA
| | - Krys E Foster
- Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, PA, USA
| | - Maia Hightower
- University of Utah Health, 26 S 2000 E, 5750B EHSEB, Salt Lake City, UT, 84112, USA
| | - Yury Parra
- New York City Health and Hospitals, New York, NY, USA
| | | | - William A Smith
- Huntsman Mental Health Institute, University of Utah, Salt Lake City, UT, USA
| | - Mary Ann Villarreal
- University of Utah Health, 26 S 2000 E, 5750B EHSEB, Salt Lake City, UT, 84112, USA
| | - Linda H Pololi
- The National Initiative On Gender, Culture and Leadership in Medicine: C-Change, Brandeis University, Boston, MA, USA
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16
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Chaney KE. Preconscious Attentional Bias to Rejection Facilitates Social Distancing for White Women in STEM Contexts. SOCIAL COGNITION 2022. [DOI: 10.1521/soco.2022.40.5.438] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Science, technology, engineering, and mathematic (STEM) contexts are imbued with identity-threat cues for women, leading to disengagement. Research on the vigilance-avoidance hypothesis suggests that individuals rapidly detect threat cues and subsequently avoid detected threats to mitigate experiencing the negative implications associated with the threat. Integrating these lines of research, the present research examined White women’s preconscious attentional bias to rejection (PAB-R) and avoidance behavior (social distancing) in STEM contexts after exposure to identity-threat and identity-safety cues compared to neutral conditions. White women’s PAB-R was significantly greater in response to identity-threat cues and significantly decreased in response to identity-safety cues. Moreover, greater PAB-R led to greater social distancing (Studies 1b and 2). The present studies identified PAB-R as a novel, automatic process by which identity cues were associated with avoidance for women in STEM.
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Grześkowiak M, Iwańska M, Pytliński A, Bartkowska-Śniatkowska A, Gaczkowska AD. Do Different Sources of Knowledge and Multiculturalism of Dental and Medical Students Affect the Level of First Aid Education? Do Medical Stereotypes Exist? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19148260. [PMID: 35886117 PMCID: PMC9317191 DOI: 10.3390/ijerph19148260] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Revised: 06/30/2022] [Accepted: 07/04/2022] [Indexed: 02/04/2023]
Abstract
Background: The aim of the study was to assess the impact of having various sources of information in the field of first aid on the level of knowledge of dental and medical students, as well as to recognize if medical stereotypes exist in the domain of first aid. Methods: We tested 818 Native-(N) and English (E)—speaking students of medicine (M) and dentistry (D). The questionnaire was constructed in a way that it could detect the issues which created the biggest challenges to the students. It consisted of both theoretical and clinical questions. The intention was to find out whether there were any medical stereotypes. The students were asked to provide the sources of their knowledge to each question, and information about the presence of first aid classes at school. Results: We found medical stereotypes, but only in the questions pertaining to theory: questions concerning defibrillation, opening the airway in infants and the causes of airway obstruction of an unconscious adult. Correlations were found between the sources of knowledge with answers to the questions in each group of students and between the groups. The sources of knowledge in N students came mostly from school, or the students were not able (NA) to indicate the source of knowledge, but E groups gave out of school courses, mass media and their own knowledge (or from the others), as well as NA answers. Interestingly in ED group, among other answers, students also indicated schools as a source of their knowledge. Conclusions: We confirmed that medical stereotypes among dental and medical students exist, and they were not related to multiculturalism or the use of different sources of knowledge.
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Affiliation(s)
- Małgorzata Grześkowiak
- Department of the Teaching of Anesthesiology and Intensive Therapy, Poznań University of Medical Sciences, Marii Magdaleny St. 14, 61-861 Poznań, Poland; (M.G.); (M.I.); (A.P.)
| | - Marta Iwańska
- Department of the Teaching of Anesthesiology and Intensive Therapy, Poznań University of Medical Sciences, Marii Magdaleny St. 14, 61-861 Poznań, Poland; (M.G.); (M.I.); (A.P.)
| | - Adam Pytliński
- Department of the Teaching of Anesthesiology and Intensive Therapy, Poznań University of Medical Sciences, Marii Magdaleny St. 14, 61-861 Poznań, Poland; (M.G.); (M.I.); (A.P.)
| | - Alicja Bartkowska-Śniatkowska
- Department of Pediatric Anesthesiology and Intensive Therapy, Poznań University of Medical Sciences, Szpitalna St. 27/33, 60-572 Poznań, Poland;
| | - Agnieszka D. Gaczkowska
- Department of the Teaching of Anesthesiology and Intensive Therapy, Poznań University of Medical Sciences, Marii Magdaleny St. 14, 61-861 Poznań, Poland; (M.G.); (M.I.); (A.P.)
- Correspondence:
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Koçak A, Derous E, Born MP, Duyck W. What (not) to add in your ad: When job ads discourage older or younger job seekers to apply. INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT 2022. [DOI: 10.1111/ijsa.12385] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Aylin Koçak
- Vocational and Personnel Psychology Lab, Department of Work, Organization and Society Ghent University Ghent Belgium
| | - Eva Derous
- Vocational and Personnel Psychology Lab, Department of Work, Organization and Society Ghent University Ghent Belgium
- Department of Psychology Education & Child Studies/Work and Organizational Psychology Erasmus University Rotterdam The Netherlands
| | - Marise Ph. Born
- Department of Psychology Education & Child Studies/Work and Organizational Psychology Erasmus University Rotterdam The Netherlands
- Optentia and Faculty of Economic and Management Sciences North‐West University Vanderbijlpark South Africa
| | - Wouter Duyck
- Department of Experimental Psychology Ghent University Ghent Belgium
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Ma Y, Dang Q, Zhang B. Effect of metastereotypes on female cooperative behaviour and the mediating role of intergroup anxiety. ASIAN JOURNAL OF SOCIAL PSYCHOLOGY 2022. [DOI: 10.1111/ajsp.12474] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Yuting Ma
- School of Psychology Shaanxi Normal University Xi’an China
| | - Qingxiu Dang
- School of Psychology Shaanxi Normal University Xi’an China
| | - Baoshan Zhang
- School of Psychology Shaanxi Normal University Xi’an China
- Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University Beijing China
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20
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Influences of stereotype threat on the mathematics performance of high school athletes. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-020-00870-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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21
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Karakulak A, Başkurt AB, Koseoglu G, Aycan Z. Worrying About Leadership: Is It a Liability or an Advantage for Leadership of Women and Men? Front Psychol 2022; 13:675522. [PMID: 35432079 PMCID: PMC9012187 DOI: 10.3389/fpsyg.2022.675522] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2021] [Accepted: 02/25/2022] [Indexed: 11/24/2022] Open
Abstract
Worries about leadership (WAL) is a new construct tapping worries an individual may feel about possible negative consequences of accepting a leadership role. Three studies investigate how WAL is associated with men’s and women’s willingness for leadership and their perceived leadership potential rated by others. The first is a laboratory study on 328 participants, which shows that WAL is negatively associated with women’s willingness for leadership, while it is not related to that of men. The second study, which is a field study with multilevel-nested data from 429 employees and 101 supervisors, reveals that male subordinates are more likely to receive a favorable judgment of leadership potential by their supervisors when their WAL increases, while female subordinates’ WAL is irrelevant to this judgment. The final study, which is an experimental study on 122 supervisors, shows that supervisors view hypothetical male leadership candidates with high WAL as having higher warmth and lower competence (than those with low WAL), which both mediate the effect of WAL on judgments of their leadership potential made by the supervisors. Even though supervisors also view female candidates with high WAL as warmer, this does not evoke higher perceptions of leadership potential. Implications for increasing gender parity in leadership are discussed.
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Affiliation(s)
- Arzu Karakulak
- Department of Psychology, Bahçeşehir University, Istanbul, Turkey.,Istanbul Policy Center, Sabanci University, Istanbul, Turkey
| | | | - Gamze Koseoglu
- Department of Management and Marketing, University of Melbourne, Parkville, VIC, Australia
| | - Zeynep Aycan
- Department of Psychology, Koç University, Istanbul, Turkey
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22
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Johnson IR, Pietri ES. Ally endorsement: Exploring allyship cues to promote perceptions of allyship and positive STEM beliefs among White female students. GROUP PROCESSES & INTERGROUP RELATIONS 2022. [DOI: 10.1177/13684302221080467] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Many science, technology, engineering, and math (STEM) domains are White-male-dominated; yet, investigations exploring how White men scientists can counter women’s underrepresentation are lacking. We examined whether exposure to a White male scientist endorsed as an ally by a gender ingroup member (i.e., an allyship cue) encouraged identity-safety and positive STEM beliefs among White female students. Relative to a White male scientist without an allyship cue, participants that viewed an endorsed scientist reported greater perceptions of allyship, identity-safety (Experiment 1–3), interest, and self-efficacy in computer science (Experiments 2 and 3). In Experiment 3, we recruited White women in STEM and found that ally endorsement from a White or Black female, but not a White male, promoted identity-safety. Moreover, the endorsed scientist encouraged perceptions that they possessed a shared reality with participants and recognized the bias that women in STEM face. Allyship cues may help White men attract White female students to STEM.
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Affiliation(s)
| | - Evava S. Pietri
- Indiana University–Purdue University, USA
- University of Colorado – Boulder, USA
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23
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Combating stereotype threat toward athletes’ academic performance: experiments on identity safety and self-complexity. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-021-02519-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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24
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Bochatay N, Bajwa NM, Ju M, Appelbaum NP, van Schaik SM. Towards equitable learning environments for medical education: Bias and the intersection of social identities. MEDICAL EDUCATION 2022; 56:82-90. [PMID: 34309905 DOI: 10.1111/medu.14602] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2021] [Revised: 07/12/2021] [Accepted: 07/19/2021] [Indexed: 06/13/2023]
Abstract
CONTEXT Medical educators are increasingly paying attention to how bias creates inequities that affect learners across the medical education continuum. Such bias arises from learners' social identities. However, studies examining bias and social identities in medical education tend to focus on one identity at a time, even though multiple identities often interact to shape individuals' experiences. METHODS This article examines prior studies on bias and social identity in medical education, focusing on three social identities that commonly elicit bias: race, gender and profession. By applying the lens of intersectionality, we aimed to generate new insights into intergroup relations and identify strategies that may be employed to mitigate bias and inequities across all social identities. RESULTS Although different social identities can be more or less salient at different stages of medical training, they intersect and impact learners' experiences. Bias towards racial and gender identities affect learners' ability to reach different stages of medical education and influence the specialties they train in. Bias also makes it difficult for learners to develop their professional identities as they are not perceived as legitimate members of their professional groups, which influences interprofessional relations. To mitigate bias across all identities, three main sets of strategies can be adopted. These strategies include equipping individuals with skills to reflect upon their own and others' social identities; fostering in-group cohesion in ways that recognise intersecting social identities and challenges stereotypes through mentorship; and addressing intergroup boundaries through promotion of allyship, team reflexivity and conflict management. CONCLUSIONS Examining how different social identities intersect and lead to bias and inequities in medical education provides insights into ways to address these problems. This article proposes a vision for how existing strategies to mitigate bias towards different social identities may be combined to embrace intersectionality and develop equitable learning environments for all.
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Affiliation(s)
- Naike Bochatay
- Department of Pediatrics, University of California San Francisco, San Francisco, California, USA
| | - Nadia M Bajwa
- Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Department of General Pediatrics, Children's Hospital, Geneva University Hospitals, Geneva, Switzerland
| | - Mindy Ju
- Department of Pediatrics, University of California San Francisco, San Francisco, California, USA
| | - Nital P Appelbaum
- Department of Education, Innovation and Technology, Baylor College of Medicine, Houston, Texas, USA
| | - Sandrijn M van Schaik
- Department of Pediatrics, University of California San Francisco, San Francisco, California, USA
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25
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Nguyen-Phuong-Mai M. What Bias Management Can Learn From Change Management? Utilizing Change Framework to Review and Explore Bias Strategies. Front Psychol 2021; 12:644145. [PMID: 34975601 PMCID: PMC8714784 DOI: 10.3389/fpsyg.2021.644145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2020] [Accepted: 11/08/2021] [Indexed: 11/23/2022] Open
Abstract
This paper conducted a preliminary study of reviewing and exploring bias strategies using a framework of a different discipline: change management. The hypothesis here is: If the major problem of implicit bias strategies is that they do not translate into actual changes in behaviors, then it could be helpful to learn from studies that have contributed to successful change interventions such as reward management, social neuroscience, health behavioral change, and cognitive behavioral therapy. The result of this integrated approach is: (1) current bias strategies can be improved and new ones can be developed with insight from adjunct study fields in change management; (2) it could be more sustainable to invest in a holistic and proactive bias strategy approach that targets the social environment, eliminating the very condition under which biases arise; and (3) while implicit biases are automatic, future studies should invest more on strategies that empower people as "change agents" who can act proactively to regulate the very environment that gives rise to their biased thoughts and behaviors.
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26
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Burrows D, Pietri ES, Johnson IR, Ashburn-Nardo L. Promoting Inclusive Environments: In-group Organizational Endorsement as a Tool to Increase Feelings of Identity-Safety among Black Women. SEX ROLES 2021. [DOI: 10.1007/s11199-021-01253-2] [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]
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27
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Johnson IR, Pietri ES, Buck DM, Daas R. What's in a pronoun: Exploring gender pronouns as an organizational identity-safety cue among sexual and gender minorities. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2021. [DOI: 10.1016/j.jesp.2021.104194] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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28
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Under threat: emotional and behavioral responses to occupational identity threat. JOURNAL OF MANAGEMENT & ORGANIZATION 2021. [DOI: 10.1017/jmo.2021.53] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Abstract
Research on identity threat has predominantly focused on the consequences of threat to some ascribed or involuntary identities, while overlooking individuals' responses to occupational identity threat. Integrating identity theory with identity threat literature, we argue that encountering occupational identity threat promotes negative emotion and feedback-seeking behavior, and negative emotion further mediates the relationship between occupational identity threat and feedback-seeking behavior. Moreover, individuals' performance self-esteem strengthens both the direct effect of occupational identity threat on negative emotion, and the indirect effect of occupational identity threat on feedback-seeking behavior through negative emotion. The results from two experimental studies and one field study provide support for these predictions. We discuss the theoretical and practical implications of our findings.
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29
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Geary M, Kitching N, Campbell M, Houghton F. A case for change in how we refer to dual career athletes: a person first approach. MANAGING SPORT AND LEISURE 2021. [DOI: 10.1080/23750472.2021.1991441] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Marion Geary
- Department of Sport and Early Childhood Studies, Technological University of the Shannon: Midlands Midwest, Limerick, Ireland
| | - Niamh Kitching
- Department of Arts Education and Physical Education, Mary Immaculate College, Limerick, Ireland
| | - Mark Campbell
- Department of Physical Education and Sport Sciences, Health Research Institute, University of Limerick, Limerick, Ireland
| | - Frank Houghton
- Department of Humanities, Technological University of the Shannon: Midlands Midwest, Limerick, Ireland
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30
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Moser CE, Branscombe NR. Male Allies at Work: Gender-Equality Supportive Men Reduce Negative Underrepresentation Effects Among Women. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2021. [DOI: 10.1177/19485506211033748] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Does commitment to allyship from a dominant group member cue identity-safety for women in male-dominated environments? We examine this question by assessing women’s perceptions of workplaces that included the presence (vs. absence) of a male ally (Studies 1–3) or a female ally (Study 3), and determine the impact of Black versus White allies for Black and White women. Across three studies ( N = 1,032) and an integrative data analysis, we demonstrate that an equality-supportive male ally reduces anticipated isolation and workplace hostility and increases anticipated support, respect, and gender-equality norms for women in general populations (Studies 1 and 2) and women in science, technology, and math (Study 3). These results represent a possible strategy to help retain women in male-dominated fields.
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31
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Erthal FS, Bastos AF, Vaccariello C, Madeira ATS, Santos TS, Stariolo JB, Oliveira L, Pereira MG, Calaza KC, Hedin-Pereira C, Volchan E. Towards diversity in science - a glance at gender disparity in the Brazilian Society of Neuroscience and Behavior (SBNeC). ACTA ACUST UNITED AC 2021; 54:e11026. [PMID: 34287580 PMCID: PMC8289346 DOI: 10.1590/1414-431x2020e11026] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Accepted: 04/29/2021] [Indexed: 11/21/2022]
Abstract
Gender equity is far from being achieved in most academic institutions worldwide. Women representation in scientific leadership faces multiple obstacles. Implicit bias and stereotype threat are considered important driving forces concerning gender disparities. Negative cultural stereotypes of weak scientific performance, unrelated to true capacity, are implicitly associated with women and other social groups, influencing, without awareness, attitudes and judgments towards them. Meetings of scientific societies are the forum in which members from all stages of scientific careers are brought together. Visibility in the scientific community stems partly from presenting research as a speaker. Here, we investigated gender disparities in the Brazilian Society of Neuroscience and Behavior (SBNeC). Across the 15 mandates (1978-2020), women occupied 30% of the directory board posts, and only twice was a woman president. We evaluated six meetings held between 2010 and 2019. During this period, the membership of women outnumbered that of men in all categories. A total of 57.50% of faculty members, representing the potential pool of speakers and chairs, were female. Compared to this expected value, female speakers across the six meetings were scarce in full conferences (χ2(5)=173.54, P<0.001) and low in symposia (χ2(5)=36.92, P<0.001). Additionally, women chaired fewer symposia (χ2(5)=47.83, P<0.001). Furthermore, men-chaired symposia had significantly fewer women speakers than women-chaired symposia (χ2(1)=56.44, P<0.001). The gender disparities observed here are similar to those in other scientific societies worldwide, urging them to lead actions to pursue gender balance and diversity. Diversity leads not only to fairness but also to higher-quality science.
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Affiliation(s)
- F S Erthal
- Instituto de Biofísica Carlos Chagas Filho, Universidade Federal do Rio de Janeiro, Rio de Janeiro, RJ, Brasil
| | - A F Bastos
- Instituto de Biofísica Carlos Chagas Filho, Universidade Federal do Rio de Janeiro, Rio de Janeiro, RJ, Brasil
| | - C Vaccariello
- Instituto de Biofísica Carlos Chagas Filho, Universidade Federal do Rio de Janeiro, Rio de Janeiro, RJ, Brasil
| | - A T S Madeira
- Instituto de Biofísica Carlos Chagas Filho, Universidade Federal do Rio de Janeiro, Rio de Janeiro, RJ, Brasil
| | - T S Santos
- Instituto de Biofísica Carlos Chagas Filho, Universidade Federal do Rio de Janeiro, Rio de Janeiro, RJ, Brasil
| | - J B Stariolo
- Instituto Biomédico, Universidade Federal Fluminense, Niterói, RJ, Brasil
| | - L Oliveira
- Instituto Biomédico, Universidade Federal Fluminense, Niterói, RJ, Brasil
| | - M G Pereira
- Instituto Biomédico, Universidade Federal Fluminense, Niterói, RJ, Brasil
| | - K C Calaza
- Instituto de Biologia, Universidade Federal Fluminense, Niterói, RJ, Brasil
| | - C Hedin-Pereira
- Vice-Presidência de Pesquisa e Coleções Biológicas, Fundação Oswaldo Cruz, Rio de Janeiro, RJ, Brasil
| | - E Volchan
- Instituto de Biofísica Carlos Chagas Filho, Universidade Federal do Rio de Janeiro, Rio de Janeiro, RJ, Brasil
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VanLandingham H, Ellison RL, Laique A, Cladek A, Khan H, Gonzalez C, Dunn MR. A scoping review of stereotype threat for BIPOC: cognitive effects and intervention strategies for the field of neuropsychology. Clin Neuropsychol 2021; 36:503-522. [PMID: 34233577 DOI: 10.1080/13854046.2021.1947388] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
OBJECTIVE Abundant evidence documents stereotype threat's (ST) detrimental effect on test performance across identities and contexts (i.e., eliciting underperformance). Review of the literature shows varied aspects of both stereotyped identities and cognition are inconsistently explored across studies. Only a portion of the literature focuses on ST's impact on Black, Indigenous, and People of Color (BIPOC). It is important to understand and learn to mitigate ST, particularly for historically marginalized and systemically oppressed BIPOC patients. Relevance exists for neuropsychologists, who engage in activities (i.e., assessments) that may activate ST, and should be aware of additional factors impacting testing results and clinical decision making. METHOD Using scoping review criteria (Peters et al., 2015) and Preferred Reporting Item for Systemic Reviews and Meta-Analysis (PRISMA) guidelines, we reviewed literature across multiple databases (Google Scholar, PubMed, PsychINFO) on ST and cognition with a focus on BIPOC. RESULTS The current literature suggests that race-based ST may be implicated in underperformance for executive functioning and separately working memory. There is limited research on the effects of ST for memory, language, attention, and visuospatial skills. CONCLUSION Research on ST requires additional attention to establish interventions to mitigate negative effects in practice. These results provide 1) an overview of the cognitive implications of ST, 2) address the scope of this impact for BIPOC, and 3) provide possible intervention and training strategies for neuropsychologists and other clinicians to work to mitigate the effects of ST on BIPOC.
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Affiliation(s)
| | - Rachael L Ellison
- Department of Psychology, Illinois Institute of Technology, Chicago, IL, USA
| | - Aamir Laique
- Department of Psychology, Illinois Institute of Technology, Chicago, IL, USA
| | | | - Humza Khan
- Department of Psychology, Illinois Institute of Technology, Chicago, IL, USA
| | | | - Megan R Dunn
- Department of Psychology, Illinois Institute of Technology, Chicago, IL, USA
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Rubin JD, Scanlon M, Cechony A, Chen K. "Here I can just be myself": How youth and adults collaboratively develop an identity-safe community across difference. JOURNAL OF COMMUNITY PSYCHOLOGY 2021; 49:1024-1043. [PMID: 33624845 PMCID: PMC8359412 DOI: 10.1002/jcop.22526] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/28/2020] [Revised: 01/12/2021] [Accepted: 01/26/2021] [Indexed: 05/30/2023]
Abstract
The aim of this study was to investigate the development of identity safety-where all participants are valued, included, and can engage without fear of stigmatization-among underrepresented youth and adults in a community-based youth development program. Qualitative in-depth interviews were conducted daily with three youth and two adult mentors about their experiences in the program (a total of 32 interviews). Data analysis revealed that participants developed identity safety through engaging in programmatic activities that explored youth's identities, practicing authenticity in daily interactions, and facilitating dynamic communication across intergenerational friendships. Participants described sustaining identity safety through formal social support spaces, mutual support in group settings, and peer support. Ultimately, these experiences set the foundation for youth and adults to engage in positive risk-taking and self-reflection. Implications for researchers and youth development programs are discussed.
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Lamont RA, Swift HJ, Drury L. Understanding Perceived Age-Based Judgement as a Precursor to Age-Based Stereotype Threat in Everyday Settings. Front Psychol 2021; 12:640567. [PMID: 34194358 PMCID: PMC8236599 DOI: 10.3389/fpsyg.2021.640567] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Accepted: 05/06/2021] [Indexed: 11/17/2022] Open
Abstract
Test conditions eliciting negative stereotypes of aging among older adults can prompt age-based stereotype threat (ABST), which results in worse performance on cognitive and memory tests. Much of this research explores ABST as a phenomenon that impacts the performance of older adults. Little is known about the experience of ABST beyond performance settings and how it manifests in everyday contexts across different age groups. Gaps also remain in understanding the wider impacts of ABST, such as effects on task motivation and engagement. The current research addresses this by exploring the contexts in which age-based judgement, a theorized precursor to ABST, occurs across a wide age range of participants. The two studies in this paper present mixed-methods survey data for a total of 282 respondents aged 18–84 years. Study 1 presents a thematic analysis of open-ended responses to identify the stereotypes and settings that underpin perceived age-based judgement. The settings and stereotypes identified are discussed in relation to which contexts lend themselves to adverse ABST effects. Study 2 then asked respondents to rate the extent to which they experience threat-based concern within 12 contexts identified from Study 1. Results indicate differences in threat-based concerns between young, middle-aged and older adults for physical activity, driving, using public transport, using technology, in leadership and relating to the COVID-19 pandemic. The studies provide a foundation for future research to investigate (1) the motivational and behavioural consequences of threat-based concerns for younger adults’ driving and leadership, and in the context of the pandemic; (2) cues to ‘old’ age stereotypes and threat-based concerns among late middle-aged adults within the workplace; (3) the role of broad stereotypes of ‘incompetence’ and being ‘past-it’ on middle-aged and older adults’ engagement with technology and physical activity and (4) potential ABST effects resulting from stereotypes of older people as a burden and a problem in the context of a national crisis. Overall, this research extends our understanding of ABST by identifying further contexts and age groups that could be impacted by a wider range of ABST effects.
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Affiliation(s)
- Ruth A Lamont
- College of Medicine and Health, University of Exeter, Exeter, United Kingdom
| | - Hannah J Swift
- School of Psychology, University of Kent, Canterbury, United Kingdom
| | - Lisbeth Drury
- Department of Organizational Psychology, Birkbeck, University of London, London, United Kingdom
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Pownall M, Conner M, Hutter RRC. The effects of activating a “baby brain” stereotype on pregnant women’s cognitive functioning. JOURNAL OF APPLIED SOCIAL PSYCHOLOGY 2021. [DOI: 10.1111/jasp.12802] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
| | - Mark Conner
- School of Psychology University of Leeds Leeds UK
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Law F, McGuire L, Winterbottom M, Rutland A. Children's Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum. Front Psychol 2021; 12:641695. [PMID: 34040559 PMCID: PMC8141795 DOI: 10.3389/fpsyg.2021.641695] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Accepted: 04/12/2021] [Indexed: 11/20/2022] Open
Abstract
Women are drastically underrepresented in science, technology, engineering, and mathematics (STEM) and this underrepresentation has been linked to gender stereotypes and ability related beliefs. One way to remedy this may be to challenge male bias gender stereotypes around STEM by cultivating equitable beliefs that both female and male can excel in STEM. The present study implemented a growth mindset intervention to promote children’s incremental ability beliefs and investigate the relation between the intervention and children’s gender stereotypes in an informal science learning site. Participants (n = 143, female n = 77, male n = 66, 5–12-years-old, Mage = 8.6, SD = 1.7) were visitors to a science museum who took part in an interactive space science show. Participants who were exposed to a growth mindset intervention, compared to the participants in the control condition, reported significantly less gender stereotyping around STEM by reporting equitably in the stereotype awareness measure. Relatedly, participants in the control condition reported male bias gender stereotype in the stereotype awareness measure. Further, children between 5 and 8-years-old reported greater male bias stereotypes awareness and stereotype flexibility in space science compared to children between 9 and 12-years-old. Lastly, children demonstrated in-group bias in STEM ability. Male participants reported gender bias favoring males’ ability in stereotype flexibility and awareness measures, while female participants reported bias toward females’ ability in stereotype flexibility and awareness measures. These findings document the importance of a growth mindset intervention in buffering against STEM gender stereotyping amongst children, as well as the significant role a growth mindset intervention can play within an informal science learning site.
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Affiliation(s)
- Fidelia Law
- Department of Psychology, University of Exeter, Exeter, United Kingdom
| | - Luke McGuire
- Department of Psychology, University of Exeter, Exeter, United Kingdom
| | - Mark Winterbottom
- Faculty of Education, University of Cambridge, Cambridge, United Kingdom
| | - Adam Rutland
- Department of Psychology, University of Exeter, Exeter, United Kingdom
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Swab RG, Javadian G, Gupta VK, Pierce CA. Stereotype Threat Theory in Organizational Research: Constructive Analysis and Future Research Agenda. GROUP & ORGANIZATION MANAGEMENT 2021. [DOI: 10.1177/10596011211016989] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Stereotype threat theory (STT), which seeks to understand intergroup differences in socioeconomic outcomes, has attracted considerable attention since its inception. With the goal of advancing conversation about the usefulness of STT in organizational settings, and to extend discussions on theory assessment, we evaluate STT as a “good” theory for organizational research using a three-pronged (i.e., 3E) theory assessment framework: experience, explain, and establish. Our critical analysis reveals areas where STT has made progress and where gaps remain to be addressed. The systematic approach we pursue allows for a rigorous articulation of the 3E framework for future theory assessment work as well as helps to suggest ways for improving upon and extending STT research in new directions.
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Gentle-Genitty C, Merrit B, Kimble-Hill AC. A Model for Crafting Diversity, Inclusion, Respect, and Equity (DIRE) Policy Statements Toward Catalyzing Organizational Change. ACS CENTRAL SCIENCE 2021; 7:383-391. [PMID: 33791420 PMCID: PMC8006172 DOI: 10.1021/acscentsci.0c01533] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
We present a model for STEM organizations to write catalytic diversity, inclusion, respect, and equity (DIRE) policy statements as structured steps for sustained action.
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Affiliation(s)
- Carolyn Gentle-Genitty
- School of Social
Work, Indiana University Purdue University
Indianapolis, Indianapolis, Indiana 46202, United States
| | - Breanca Merrit
- Center for Research on Inclusion and Social
Policy, Indiana University Purdue University
Indianapolis, Indianapolis, Indiana 46202, United States
- O’Neil School of Public and Environmental
Affairs, Indiana University Purdue University
Indianapolis, Indianapolis, Indiana 46202, United States
| | - Ann C. Kimble-Hill
- Department of Biochemistry and Molecular
Biology, Indiana University Purdue University
Indianapolis, Indianapolis, Indiana 46202, United States
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39
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Cipollina R, Sanchez DT. Identity cues influence sexual minorities' anticipated treatment and disclosure intentions in healthcare settings: Exploring a multiple pathway model. J Health Psychol 2021; 27:1569-1582. [PMID: 33678046 DOI: 10.1177/1359105321995984] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
The present work experimentally examines how identity cues that signal minority inclusion contribute to sexual minorities' (SM) healthcare visit expectations. We find that minority representation cues reduced SM's (N = 188) expectations of a healthcare provider's bias and increased perceived provider cultural competency which was, in turn, associated with lower anticipated identity-based devaluation and greater sexual orientation disclosure comfort. Providers' diversity-valuing statements had mixed effects highlighting the importance of more concrete indicators of inclusion in this context. This work suggests that a lack of identity safety cues in healthcare settings may contribute to disparate health outcomes for sexual minority populations.
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40
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Kimble-Hill AC. Incorporating Identity Safety into the Laboratory Safety Culture. ACS CHEMICAL HEALTH & SAFETY 2021; 28:103-111. [PMID: 33824687 DOI: 10.1021/acs.chas.0c00109] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Chemistry practitioners, particularly in educational settings, often associate building strong safety cultures with compliance or regulatory requirements around laboratory glass-ware, equipment, flammable and incompatible materials, signage, container labels, and safety data sheets. Other fields of science also emphasize biohazardous materials, animal handling, human subject, and ergonomics. However, little attention in the literature has gone toward describing the interpersonal interactions and behaviors affecting the physical and emotional safety and wellbeing of laboratory trainees and personnel from marginalized backgrounds. This work unifies known approaches of building strong safety cultures and principles for preventing identity cues that threaten safety within a laboratory environment. Specifically, this work uses the four principles of chemical safety RAMP model as a conceptual framework for integrating identity safety within the laboratory safety culture.
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Affiliation(s)
- Ann C Kimble-Hill
- Department of Biochemistry and Molecular Biology, Indiana University Purdue University Indianapolis, Indianapolis, Indiana 46202, United States
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42
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Johnson IR, Pietri ES. An ally you say? Endorsing White women as allies to encourage perceptions of allyship and organizational identity-safety among Black women. GROUP PROCESSES & INTERGROUP RELATIONS 2020. [DOI: 10.1177/1368430220975482] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Black women often question their belonging in organizational environments, and exposure to an allyship cue, such as a White woman endorsed as an ally, may help mitigate such concerns. We examine whether ally endorsement can help a White female employee cue allyship, and in turn, serve as an effective organizational identity-safety cue for Black women high in stigma consciousness. We found that, relative to viewing a White female employee, Black women that viewed a White female employee endorsed as an ally reported greater perceptions of allyship, which had important downstream consequences for organizational identity-safety. Specifically, perceptions of allyship predicted greater anticipated trust and belonging within the organization among participants both high (Experiments 1 and 2) and low (Experiment 2) in stigma consciousness. The present studies demonstrate that ally endorsement effectively cues allyship, and in turn, signals organizational identity-safety for Black women across varying levels of stigma consciousness.
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Nicholas C, Sanko JS. Human Simulation in Nursing Education. ANNUAL REVIEW OF NURSING RESEARCH 2020; 39:53-79. [PMID: 33431637 DOI: 10.1891/0739-6686.39.53] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Although, human simulation methodology has its origins in medical education, nursing education has increased its use of simulated patient (SP) methodology to improve the education of nursing students across the curricula. This chapter will review the history of human simulation, introduce the human simulation continuum, and review different applications of SP methodology in undergraduate and graduate nursing education.
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Mariano J, Marques S, Ramos MR, Gerardo F, de Vries H. Too Old for Computers? The Longitudinal Relationship Between Stereotype Threat and Computer Use by Older Adults. Front Psychol 2020; 11:568972. [PMID: 33123050 PMCID: PMC7566919 DOI: 10.3389/fpsyg.2020.568972] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2020] [Accepted: 09/10/2020] [Indexed: 12/03/2022] Open
Abstract
Besides having lower rates of technology adoption than the general population, older adults are commonly stereotyped as lacking technological ability. Stereotype threat, the fear of confirming negative stereotypes targeting their social group, may lead individuals to distance themselves from the stereotyped domain. This suggests that older adults may underuse computer technology due to stereotype threat. A sample of 86 community-dwelling older adults (Mage = 78.47, SDage = 7.92) participated in a two-wave longitudinal study aiming to examine the relationship between stereotype threat and computer use in this age group. An autoregressive cross-lagged panel analysis was conducted using structural equation modeling. As expected, stereotype threat predicted lower levels of computer use a year and a half later. In turn, computer use was unrelated to the later experience of stereotype threat in this domain. These findings suggest that stereotype threat may undermine computer adoption in late adulthood, thus contributing to perpetuate the digital inequalities between younger and older generations.
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Affiliation(s)
- João Mariano
- Instituto Universitário de Lisboa (ISCTE-IUL), CIS-IUL, Lisbon, Portugal.,Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, Netherlands
| | - Sibila Marques
- Instituto Universitário de Lisboa (ISCTE-IUL), CIS-IUL, Lisbon, Portugal
| | - Miguel R Ramos
- Instituto Universitário de Lisboa (ISCTE-IUL), CIS-IUL, Lisbon, Portugal.,University of Birmingham, Birmingham, United Kingdom
| | - Filomena Gerardo
- Santa Casa da Misericórdia de Lisboa, Lisbon, Portugal.,Instituto Universitário de Lisboa (ISCTE-IUL), DINÂMIA'CET-IUL, Lisbon, Portugal
| | - Hein de Vries
- Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, Netherlands
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45
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Kizilcec RF, Kambhampaty A. Identifying course characteristics associated with sociodemographic variation in enrollments across 159 online courses from 20 institutions. PLoS One 2020; 15:e0239766. [PMID: 33052947 PMCID: PMC7556443 DOI: 10.1371/journal.pone.0239766] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2020] [Accepted: 09/13/2020] [Indexed: 11/19/2022] Open
Abstract
Millions of people worldwide use online learning for post-secondary education and professional development, but participation from historically underrepresented groups remains low. Their choices to enroll in online courses can be influenced by course features that signal anticipated success and belonging, which motivates research to identify features associated with sociodemographic variation in enrollments. This pre-registered field study of 1.4 million enrollments in 159 online courses across 20 institutions identifies features that predict enrollment patterns in terms of age, gender, educational attainment, and socioeconomic status. Among forty visual and verbal features, course discipline, stated requirements, and presence of gender cues emerge as significant predictors of enrollment, while instructor skin color, linguistic style of course descriptions, prestige markers, and references to diversity do not predict who enrolls. This suggests strategic changes to how courses are presented to improve diversity and inclusion in online education.
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Affiliation(s)
- René F. Kizilcec
- Department of Information Science, Cornell University, Ithaca, New York, United States of America
- * E-mail:
| | - Anna Kambhampaty
- Department of Information Science, Cornell University, Ithaca, New York, United States of America
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Thomas K, Ashburn-Nardo L. Black lives matter…still: moving beyond acknowledging the problem toward effective solutions in graduate training and education. EQUALITY, DIVERSITY AND INCLUSION: AN INTERNATIONAL JOURNAL 2020. [DOI: 10.1108/edi-07-2020-0181] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThe aim of the study is to revisit the importance of Black Lives Matter (BLM) and to encourage more attention to White supremacy in the academy, especially with regards to the development and mentoring of graduate students.Design/methodology/approachThe study reflects on the urgency of the BLM movement given the death of George Floyd and others.FindingsThe article highlights the ways in which the training and development of graduate students can reinforce systems of exclusion and marginalization while reinforcing existing systems of privilege and the status quo. The essay concludes with recommendations for creating greater systems of inclusion for programs, departments and higher education institutions.Practical implicationsRecommendations are given to initiate culture change.Originality/valueThis is a follow-up to the 2017 special issue.
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O’Leary ES, Shapiro C, Toma S, Sayson HW, Levis-Fitzgerald M, Johnson T, Sork VL. Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. INTERNATIONAL JOURNAL OF STEM EDUCATION 2020; 7:32. [PMID: 32647597 PMCID: PMC7326892 DOI: 10.1186/s40594-020-00230-7] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2019] [Accepted: 06/11/2020] [Indexed: 05/26/2023]
Abstract
BACKGROUND As higher education institutions strive to effectively support an increasingly diverse student body, they will be called upon to provide their faculty with tools to teach more inclusively, especially in science, technology, engineering, and mathematics (STEM) classrooms where recruitment and retention of students from underrepresented and disadvantaged groups present long-standing challenges. Pedagogical training approaches to creating inclusive classrooms involve interventions that raise awareness of student and instructor social identities and explore barriers to learning, such as implicit bias, microaggressions, stereotype threat, and fixed mindset. Such efforts should focus on embracing diversity as an asset leveraged to benefit all students in their learning. In this paper, we describe the impact of multiday, off-campus immersion workshops designed to impart faculty with these tools. Based on analysis of workshop participant data, we report the resulting changes in faculty knowledge of factors affecting classroom climate and student success in STEM, attitudes about students, and motivation to adopt new teaching practices aimed at fostering equitable and culturally responsive learning environments. RESULTS Key findings indicate that attendees (1) increased their knowledge of social identities and the barriers to learning in STEM classrooms, particularly those faced by students from underrepresented groups in STEM or socioeconomically challenged backgrounds; (2) changed their attitudes about students' abilities as science majors, shifting away from a fixed-mindset perspective in which characteristics, such as intelligence, are perceived as innate and unalterable; and (3) modified their teaching approaches to promote inclusivity and cultural responsiveness. CONCLUSION Faculty members, who are linchpins in the evolution of college classrooms into settings that provide students with equitable opportunities to succeed academically in STEM, can benefit from participating in immersion workshops structured to support their awareness of issues affecting classroom culture related to race/ethnicity, LGBTQ status, religious affiliation, ability, socioeconomic status, and other social identities that contribute to disparities in STEM achievement and persistence.
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Affiliation(s)
- Erin Sanders O’Leary
- Center for Education Innovation and Learning in the Sciences, Divisions of Life and Physical Sciences, University of California Los Angeles (UCLA), Los Angeles, CA USA
| | - Casey Shapiro
- Center for Educational Assessment, Center for the Advancement of Teaching, Division of Undergraduate Education, University of California Los Angeles (UCLA), Los Angeles, CA USA
| | - Shannon Toma
- Center for Educational Assessment, Center for the Advancement of Teaching, Division of Undergraduate Education, University of California Los Angeles (UCLA), Los Angeles, CA USA
| | - Hannah Whang Sayson
- Center for Educational Assessment, Center for the Advancement of Teaching, Division of Undergraduate Education, University of California Los Angeles (UCLA), Los Angeles, CA USA
| | - Marc Levis-Fitzgerald
- Center for Educational Assessment, Center for the Advancement of Teaching, Division of Undergraduate Education, University of California Los Angeles (UCLA), Los Angeles, CA USA
| | - Tracy Johnson
- Department of Molecular, Cell and Developmental Biology Department, University of California Los Angeles (UCLA), Los Angeles, CA USA
| | - Victoria L. Sork
- Department of Ecology and Evolutionary Biology, University of California Los Angeles (UCLA), Los Angeles, CA USA
- Division of Life Sciences, UCLA College, University of California Los Angeles (UCLA), Department Box 951438, Los Angeles, CA 90095-1438 USA
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48
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Kirby TA, Silva Rego M, Kaiser CR. Colorblind and multicultural diversity strategies create identity management pressure. EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY 2020. [DOI: 10.1002/ejsp.2689] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Teri A. Kirby
- Department of Psychology University of Exeter Exeter UK
| | - Marco Silva Rego
- Instituto Universitário de Lisboa (Iscte‐IUL), CIS_Iscte Lisboa Portugal
| | - Cheryl R. Kaiser
- Department of Psychology University of Washington Seattle WA USA
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49
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The impact of sexism on leadership in female-male climbing dyads. SOCIAL PSYCHOLOGICAL BULLETIN 2020. [DOI: 10.32872/spb.2667] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
We investigated how sexism affected leadership in mixed-gender alpine climbing-dyads. We asked whether benevolent sexism would impair, and hostile sexism would increase (as a form of resistance) women’s leadership; and whether benevolent sexism would increase men’s leadership (as a form of paternalism). A correlational study assessed reported leading behaviour of alpine climbers. Then a vignette-based experiment presented climbers with cross-gender targets, of which three were sexist (non-feminist), and one feminist (non-sexist), and assessed leading intentions depending on targets’ and participants’ gender attitudes. Findings showed that women endorsing benevolent sexism indicated lower leading intentions with targets expressing benevolent sexism (i.e., benevolent and ambivalent men) as compared to hostile sexist men. Moreover, women’s benevolent sexism negatively affected their leading intentions with men endorsing the same gender ideology. Unexpectedly, women with low endorsement of hostile sexism reported higher leading intentions with a hostile sexist man than an ambivalent one, and with an ambivalent than a benevolent man. Conversely, men intended to lead more with female targets who expressed benevolent sexism, accommodating these women’s expectations. Further, men intended to lead more with ambivalent women, than with women deviating from gender stereotypes (i.e., feminist women, or hostile sexist women – who lack expected benevolence based on gender stereotypes). We conclude that benevolent sexism likely reinforces traditional gender roles in a leadership context when men face women who fit the gender stereotype; and when women are benevolently sexist, themselves. Moreover, low hostile sexist women confront men’s hostility with higher leading intentions, as a form of resistance.
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50
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Heffron AS, Braun KM, Allen-Savietta C, Filut A, Hanewall C, Huttenlocher A, Handelsman J, Carnes M. Gender Can Influence Student Experiences in MD-PhD Training. J Womens Health (Larchmt) 2020; 30:90-102. [PMID: 32349608 DOI: 10.1089/jwh.2019.8094] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Background: Female physician-scientists have led major advances in medicine broadly and particularly in women's health. Women remain underrepresented in dual MD-PhD degree programs that train many physician-scientists despite gender parity among medical and biomedical research students. Materials and Methods: To explore how the training environment might be experienced differently for male and female students in one MD-PhD program, the authors analyzed gender differences in annual symposium speakers with exact binomial tests, student participation as question-askers at a weekly seminar with logistic regression, and number of publications with quasi-Poisson generalized linear models. They compared male and female students' perceptions of gender-based discrimination using a survey, including qualitative analysis of free text responses. The program consisted of 71 total students in the 2017-2018 and 2018-2019 academic years. Female students comprised 42.0% (81/191) of program matriculants from 1997 to 2019. Results: Male and female students were equally likely to present at the annual program symposium, but faculty (p = 0.001) and keynote (p = 0.012) presenters were more likely to be male. Compared with male counterparts, female students asked fewer seminar questions (p < 0.005) and female speakers received more questions (p = 0.03). Female students perceived less support and differed from men in reasons for asking or not asking seminar questions. Free text responses described repeated small acts of discrimination toward women with cumulative impact. Positive program changes followed presentation of findings to program leaders and students. Conclusions: The authors identified several aspects of one MD-PhD program that could discourage career or training persistence of female students. Increasing awareness of these issues was temporally related to positive programmatic changes.
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Affiliation(s)
- Anna S Heffron
- Medical Scientist Training Program, University of Wisconsin-Madison, Madison, Wisconsin, USA.,Department of Pathology and Laboratory Medicine, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Katarina M Braun
- Medical Scientist Training Program, University of Wisconsin-Madison, Madison, Wisconsin, USA.,Department of Pathobiological Sciences, and University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Cora Allen-Savietta
- Department of Statistics, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Amarette Filut
- Center for Women's Health Research, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Chelsea Hanewall
- Medical Scientist Training Program, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Anna Huttenlocher
- Medical Scientist Training Program, University of Wisconsin-Madison, Madison, Wisconsin, USA.,Department of Medical Microbiology & Immunology and Pediatrics, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Jo Handelsman
- Department of Plant Pathology, Wisconsin Institute for Discovery, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Molly Carnes
- Center for Women's Health Research, University of Wisconsin-Madison, Madison, Wisconsin, USA.,Department of Medicine, University of Wisconsin-Madison, Madison, Wisconsin, USA.,Department of Psychiatry, and University of Wisconsin-Madison, Madison, Wisconsin, USA.,Department of Industrial & Systems Engineering, University of Wisconsin-Madison, Madison, Wisconsin, USA
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