Beyond Performance: A Motivational Experiences Model of Stereotype Threat

Thoman, Dustin B.; Smith, Jessi L.; Brown, Elizabeth R.; Chase, Justin P.; Lee, Joo Young K.

doi:10.1007/s10648-013-9219-1

Cited by 99 publications

(88 citation statements)

References 197 publications

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“…Further research should contribute to a greater understanding of the conditions under which and the strategies with which scaffolding leads to strong learning outcomes. Future research should also investigate how to extend scaffolding's reach to benefit underrepresented groups in STEM, a very important goal (Ceci, Williams, & Barnett, 2009;Syed, Azmitia, & Cooper, 2011;Thoman, Smith, Brown, Chase, & Lee, 2013). This could be pursued through a combination of strategies: look at the differences between scaffolds that work well among underrepresented groups, and those that are not as effective, examine the literature on designing effective instructional supports for members of underrepresented groups (Cuevas, Fiore, & Oser, 2002;Marra, Peterson, & Britsch, 2008), examine the literature on universal design for learning (Rao, Ok, & Bryant, 2014;Scott, Mcguire, & Shaw, 2003), and examine whether there are differences in how students from underrepresented groups are using scaffolds that could explain lower effectiveness (Belland & Drake, 2013).…”

Section: Resultsmentioning

confidence: 99%

Conclusion

Belland¹

2016

Instructional Scaffolding in STEM Education

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In this chapter, I conclude this book on computer-based scaffolding in science, technology, engineering, and mathematics (STEM) education. I note the overall effect size point estimate for scaffolding-g = 0.46-and compare that to other effect size estimates in the literature. I summarize the wide variation in contexts in which and learner populations among which scaffolding is used, as well as note the characteristics along which the magnitude of scaffolding's impact does not vary-contingency, generic versus context specific, and intended learning outcome-as well as characteristics along which it does-problem-centered model with which scaffolding is used, and grade level and learner characteristics. I also note areas in which more research is needed-motivation scaffolding, scaffolding for students with learning disabilities, and scaffolding in the context of projectbased and design-based learning.

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Section: Resultsmentioning

confidence: 99%

Conclusion

Belland¹

2016

Instructional Scaffolding in STEM Education

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“…This is concerning, as it is very important to maximize success opportunities in STEM for students from underrepresented groups (Ceci, Williams, & Barnett, 2009;National Research Council, 2011;Thoman, Smith, Brown, Chase, & Lee, 2013). Further research is needed to examine how to design and deploy computer-based scaffolding so as to increase its efficacy among underrepresented groups.…”

Section: Results From the Meta-analysismentioning

confidence: 99%

Context of Use of Computer-Based Scaffolding

Belland

2016

Instructional Scaffolding in STEM Education

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The contexts in which computer-based scaffolding is used can vary widely. Such variation is by learner population (e.g., grade level and other characteristics such as achievement level and socioeconomic status), subject matter (i.e., science, technology, engineering, and mathematics), and instructional model with which scaffolding is used (e.g., design-based learning and problem-based learning). I describe these variations, and note accompanying variations in effect size estimates. Notably, scaffolding had its strongest impact when students were (a) at the adult level, (b) engaged in project-based learning or problem solving and (c) from traditional learner populations. Rationale for this ChapterTo begin this chapter, it is important to discuss the need for a consideration of the context of use of computer-based scaffolding. After all, in its original definition, scaffolding was provided on a one-to-one basis to toddlers who engaged in unstructured problem-solving (Wood, Bruner, & Ross, 1976). All structure to the problem-solving activity was provided by the scaffolding process itself. This was practical when there was one teacher for each student, but lost its practicality as a single source of support when using scaffolding in formal schooling. After all, when a teacher can work on a one-to-one basis with one student for an unlimited time span, the teacher can continually assess what structure is needed, and provide it. This is hard to beat in terms of effectiveness. But in formal school settings, teachers very rarely have this opportunity. So, as researchers turned their attention to how instruction could be centered on problem-solving in formal education, it was important to think about additional ways to provide structure to student learning in 56 3 Context of Use of Computer-Based Scaffolding this context (Palincsar & Brown, 1984;Schmidt, Rotgans, & Yew, 2011). This was often accomplished by pairing scaffolding with formal problem-centered instructional models (e.g., inquiry-based learning and problem-based learning; Crippen & Archambault, 2012;Hmelo-Silver, Duncan, & Chinn, 2007;Kolodner et al., 2003). Such formal, problem-centered instructional models needed to be paired with support for students' reasoning abilities, and instructional scaffolding (one-to-one and, later, computer-based and peer scaffolding) fit such a need nicely.A natural question is whether the specific problem-centered instructional model with which scaffolding is used influences scaffolding's efficacy. This is an empirical question. It is beyond the scope of this book to investigate variations in the efficacy of one-to-one scaffolding and peer scaffolding based on the specific problem-centered instructional model with which it is used. But I do investigate how the efficacy of computer-based scaffolding varies based on the problem-centered instructional model with which it is used.Deploying scaffolding in formal education environments also entailed an expansion of the age groups with which scaffolding was used. Computer-based...

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“…However, repeated exposure to social identity threat can push people to withdraw from a career path, despite interest in it (Thoman et al 2013;Woodcock et al 2012). In a study of gender minorities in higher education, Steele et al (2002) found that women in majors dominated by men experienced higher levels of social identity threats than other students and were more likely to think about changing their major as compared to others.…”

Section: Interest and Self-efficacymentioning

confidence: 99%

Communicating Gender-Equality Progress, Reduces Social Identity Threats for Women Considering a Research Career

Tellhed

Jansson

2018

Social Sciences

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Abstract:Since the majority of top-level researchers are men, how does this vertical gender-segregation affect students' perceptions of a research career? In the current study, an experimental manipulation either reminded students of academia's current dominance of men or of its improving gender-balance. The results showed that women primed with the dominance of men anticipated much higher social identity threats (e.g., fear of discrimination) in a future research career as compared to a control group. In contrast, women primed with the improving gender-balance anticipated much lower threat. Further, the dominance of men prime increased men's interest in the PhD program, as compared to controls. Women's interest was unaffected by the prime, but their lower interest as compared to men's across conditions was mediated by their lower research self-efficacy (i.e., competence beliefs). The results imply that communicating gender-equality progress may allow women to consider a career in research without the barrier of social identity threat.

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Beyond Performance: A Motivational Experiences Model of Stereotype Threat

Cited by 99 publications

References 197 publications

Conclusion

Conclusion

Context of Use of Computer-Based Scaffolding

Communicating Gender-Equality Progress, Reduces Social Identity Threats for Women Considering a Research Career

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