The effects of an academic environment intervention on science identification among women in STEM

Social Psychology of Education

Volumn 16, Issue 3, 2013, Pages 377-397

  Ramsey, Laura R ^a   Betz, Diana E ^b   Sekaquaptewa, Denise ^b  

^a BRIDGEWATER STATE UNIVERSITY   (United States)

^b UNIVERSITY OF MICHIGAN   (United States)

Author keywords

Identity; Implicit attitudes; Science; Self; Stereotype; Women

Indexed keywords

EID: 84884139126     PISSN: 13812890     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11218-013-9218-6     Document Type: Article

References (62)

1. Ambady, N., Paik, S. K., Steele, J., Owen-Smith, A., & Mitchell, J. P. (2004). Deflecting negative self-relevant stereotype activation: The effects of individuation. Journal of Experimental Social Psychology, 40, 401-408.
2. Asgari, S., Dasgupta, N., & Stout, J. G. (2012). When do counterstereotypic ingroup members inspire vs. deflate? The effect of successful professional women on young women's leadership self-concept. Personality and Social Psychology Bulletin, 38, 370-383.
3. Beaman, R., Wheldall, K., & Kemp, C. (2006). Differential teacher attention to boys and girls in the classroom. Educational Review, 58, 339-366.
4. Becker, J. R. (1981). Differential treatment of females and males in mathematics classes. Journal for Research in Mathematics Education, 12, 40-53.
5. Briñol, P., Petty, R. E., & McCaslin, M. J. (2008). Changing attitudes on implicit versus explicit measures: What is the difference? In R. E. Petty, R. H. Fazio, & P. Briñol (Eds.), Attitudes: Insights from the new implicit measures (pp. 285-326). New York: Psychology Press.
6. Cheryan, S., Plaut, V. C., Davies, P. G., & Steele, C. M. (2009). Ambient belonging: How stereotypical cues impact gender participation in computer science. Journal of Personality and Social Psychology, 97, 1045-1060.
7. Cheryan, S., & Plaut, V. (2010). Explaning underrepresentation: A theory of precluded interest. Sex Roles, 63, 475-488.
8. Cheryan, S., Meltzoff, A. N., & Kim, S. (2011). Classrooms matter: The design of virtual classrooms influences gender disparities in computer science classes. Computers & Education, 57, 1825-1835.
9. Cheryan, S., Siy, J. O., Vichayapai, M., Drury, B. J., & Kim, S. (2011). Do female and male role models who embody STEM stereotypes hinder women's anticipated success in STEM? Social Psychological and Personality Science, 2, 656-664.
10. Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313, 1307-1310.
11. Cohn, S. (2000). Race and gender discrimination at work. Boulder, CO: Westview Press.
12. Crocker, J., & Major, B. M. (1989). Social stigma and self-esteem: The self-protective properties of stigma. Psychological Review, 96, 608-630.
13. Dasgupta, N., & Greenwald, A. G. (2001). On the malleability of automatic attitudes: Combating automatic prejudice with images of admired and disliked individuals. Journal of Personality and Social Psychology, 81, 800-814.
14. Dasgupta, N., & Asgari, S. (2004). Seeing is believing: Exposure to counterstereotypic women leaders and its effect on automatic gender stereotyping. Journal of Experimental Social Psychology, 40, 642-658.
15. Dasgupta, N. (2011). Ingroup experts and peers as social vaccines who inoculate the self-concept: The stereotype inoculation model. Psychological Inquiry, 22, 231-246.
16. Edman, J. L., & Brazil, B. (2007). Perceptions of campus climate, academic efficacy, and academic success among community college students: An ethnic comparison. Social Psychology of Education, 12, 371-383.
17. Edwards, K. E., & McKelfresh, D. A. (2002). The impact of a living learning center on students' academic success and persistence. Journal of College Student Development, 43, 395-402.
18. Eichstaedt, J., & Silvia, P. J. (2003). Noticing the self: Implicit assessment of self-focused attention using word recognition latencies. Social Cognition, 21, 349-361.
19. Farley, J. E. (2002). Contesting our everyday work lives: The retention of minority and working class sociology undergraduates. The Sociological Quarterly, 43, 1-25.
20. Gloria, A. M., & Ho, T. A. (2003). Environmental, social, and psychological experiences of Asian American undergraduates: Examining issues of academic persistence. Journal of Counseling and Development, 81, 93-105.
21. Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat. Applied Developmental Psychology, 24, 645-662.
22. Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., Oliver, P., & Guerin, D. (2007). Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence. International Journal of Behavioral Development, 31, 317-327.
23. Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. K. (1998). Measuring individual differences in implicit cognition: The implicit association test. Journal of Personality and Social Psychology, 79, 1022-1038.
24. Greenwald, A. G., Banaji, M. R., Rudman, L. A., Farnham, S. D., Nosek, B. A., & Mellott, D. S. (2002). A unified theory of implicit attitudes, stereotypes, self-esteem, and self-concept. Psychological Review, 109, 3-25.
25. Greenwald, A. G., Nosek, B. A., & Banaji, M. R. (2003). Understanding and using the implicit association test: I. An improved scoring algorithm. Journal of Personality and Social Psychology, 85, 197-216.
26. Greenwald, A. G., Poehlman, T. A., Uhlmann, E. L., & Banaji, M. R. (2009). Understanding and using the implicit association test: III. Meta-analysis of predictive validity. Journal of Personality and Social Psychology, 97, 17-41.
27. Hammond, K. R. (1948). Measuring attitudes by error choice: An indirect method. Journal of Abnormal and Social Psychology, 43, 38-48.
28. Han, A. H., Olson, M. A., & Fazio, R. H. (2006). The influence of experimentally created extrapersonal associations on the implicit association test. Journal of Experimental Social Psychology, 42, 259-272.
29. Hathaway, R. S., Sharp, S., & Davis, C.-S. (2001). Programmatic efforts affect retention of women in science and engineering. Journal of Women and Minorities in Science and Engineering, 7, 107-124.
30. Huguet, P., & Régner, I. (2009). Counter-stereotypic beliefs in math do not protect school girls from stereotype threat. Journal of Experimental Social Psychology, 45, 1024-1027.
31. Inzlicht, M., & Ben-Zeev, T. (2000). A threatening intellectual environment: Why females are susceptible to experiencing problem-solving deficits in the presence of males. Psychological Science, 11, 365-371.
32. Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527.
33. Karpinski, A., & Hilton, J. L. (2001). Attitudes and the implicit association test. Journal of Personality and Social Psychology, 81, 774-788.
34. Kelly, A. (1988). Gender differences in pupil-teacher interactions: A meta-analytic review. Research in Education, 39, 1-24.
35. Kuçera, H., & Francis, W. N. (1967). Computational analysis of present-day American english. Providence, RI: Brown University Press.
36. Luhtanen, R., & Crocker, J. (1992). A collective self-esteem scale: Self-evaluation of one's social identity. Personality and Social Psychology Bulletin, 18, 302-318.
37. Lyness, K. S., & Heilman, M. E. (2006). When fit is fundamental: Performance evaluations and promotions of upper-level female and male managers. Journal of Applied Psychology, 91, 777-785.
38. McKinney, J. P., McKinney, K. G., Franiuk, R., & Schweiter, J. (2006). The college classroom as a community: Impact on student learning. College Teaching, 54, 281-284.
39. Merrett, F., & Wheldall, K. (1992). Teachers' use of praise and reprimands to boys and girls. Educational Review, 44, 73-79.
40. Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330, 1234-1237.
41. Murphy, M. C., Steele, C. M., & Gross, J. J. (2007). Signaling threat: How situational cues affect women in math, science, and engineering settings. Psychological Science, 18, 879-885.
42. Nosek, B. A., Banaji, M. R., & Greenwald, A. G. (2002). Math = male, me = female, therefore math ≠ me. Journal of Personality and Social Psychology, 83, 44-59.
43. Petty, R. E., & Cacioppo, J. T. (1984). The effects of involvement on responses to argument quantity and quality: Central and peripheral routes to persuasion. Journal of Personality and Social Psychology, 46, 69-81.
44. Quinn, D. M., & Spencer, S. J. (2001). The interference of stereotype threat with women's generation of mathematical problem-solving strategies. Journal of Social Issues, 57, 55-71.
45. Rios, D., Stewart, A. J., & Winter, D. G. (2010). "Thinking she could be the next president": Why identifying with the curriculum matters. Psychology of Women Quarterly, 34, 328-338.
46. Rosenthal, L., London, B., Levy, S., & Lobel, M. (2011). The roles of perceived identity compatibility and social support for women in a single-sex STEM program at a co-educational university. Sex Roles, 65, 725-736.
47. Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450-461.
48. Sadker, D., Sadker, M., & Zittleman, K. R. (2009). Still failing at fairness: How gender bias cheats girls and boys and what we can do about it. (Revised edition). New York: Charles Scribner.
49. Schmader, T. (2002). Gender identification moderates stereotype threat effects on women's math performance. Journal of Experimental Social Psychology, 38(2), 194-201.
50. Schmader, T., Johns, M., & Barquissau, M. (2004). The costs of accepting gender differences: The role of stereotype endorsement in women's experience in the math domain. Sex Roles, 50(11), 835-850.
51. Sekaquaptewa, D., & Thompson, M. (2003). Solo status, stereotype threat, and performance expectancies: Their effects on women's performance. Journal of Experimental Social Psychology, 39, 68-74.
52. Settles, I. H. (2004). When multiple identities interfere: The role of identity centrality. Personality and Social Psychology Bulletin, 30, 487-500.
53. Settles, I. H., Jellison, W. A., & Pratt-Hyatt, J. S. (2009). Identification with multiple social groups: The moderating role of identity change over time among women-scientists. Journal of Research in Personality, 43, 856-867.
54. Shapiro, J. R. (2011). Different groups, different threats: A multi-threat approach to the experience of stereotype threats. Personality and Social Psychology Bulletin, 37, 464-480.
55. Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42, 70-83.
56. Smith, C. T., De Houwer, J., & Nosek, B. A. (2012). Consider the source: Persuasion of implicit evaluations is moderated by source credibility. Personality and Social Psychology Bulletin. Retrieved from http://ssrn. com/abstract=2084274.
57. Soldner, M., Rowan-Kenyon, H., Inkelas, K. K., Garvey, J., & Robbins, C. (2012). Supporting students' intentions to persist in STEM disciplines: The role of living-learning programs among other social-cognitive factors. Journal of Higher Education, 83, 311-336.
58. Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35, 4-28.
59. Steele, C. M., Spencer, S. J., & Aronson, J. (2002). Contending with group image: The psychology of stereotype and social identity threat. Advances in Experimental Social Psychology (pp. 379-440). San Diego, CA: Academic Press.
60. Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. (2011). STEMing the tide: Using ingroup experts to inoculate women's self-concept and professional goals in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100, 255-270.
61. Szelenyi, K., & Inkelas, K. K. (2011). The role of living-learning programs in women's plans to attend graduate school in STEM fields. Research in Higher Education, 52, 349-369.
62. Thompson, D. E., Orr, B., Thompson, C., & Grover, K. (2007). Examining students' perceptions of their first-semester experience at a major land-grant institution. College Student Journal, 41, 640-648.