Feeling the Threat

Deemer, Eric D.; Thoman, Dustin B.; Chase, Justin P.; Smith, Jessi L.

doi:10.1177/0894845313483003

Cited by 78 publications

(23 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One direction for future research is stereotype threat, "a situation where one faces judgment based on societal stereotypes about one's group" [38] (p. 5) because it may depress the self-efficacy states of women in physics. Consistent with this study's findings, stereotype threat occurs for women in physics but not in chemistry [39][40][41]. Stereotype threat induces a stress response [42,43] that undermines learning [44] and performance [45,46], and higher stress correlates with lower self-efficacy [21].…”

Section: Discussionsupporting

confidence: 83%

Gender differences in self-efficacy states in high school physics

Nissen

2019

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

Self-efficacy, the belief in one's ability to succeed in learning tasks, predicts learning and success in education broadly and physics specifically. While self-efficacy increases for students in most introductory science and mathematics courses, self-efficacy consistently decreases for women in physics courses. This study used the experience sampling method to investigate gender differences in the self-efficacy states high school students experienced in physics, other math and science classes, and other classes. Data for the study came from the Sloan survey of youth and social development and included data from 1332 students at 12 different schools collected between 1993 and 1997. Principle components analysis identified a self-efficacy state measure within the data. Comparisons of self-efficacy states across gender and activity (e.g., physics and science and mathematics courses) using a two-level hierarchical linear model identified a large gender difference in self-efficacy states in physics and only in physics. These results add to the growing evidence that female students' physics self-efficacy tends to decrease after taking physics courses. Given that selfefficacy predicts career choice and success, decreases in women's physics self-efficacy may inform why women are much less likely to pursue physics careers than men.

show abstract

Section: Discussionsupporting

confidence: 83%

Gender differences in self-efficacy states in high school physics

Nissen

2019

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

show abstract

“…All five items used in the present study possessed good reliability (a = .86). Deemer, Thoman, Chase, and Smith (2014) documented evidence of the original three items' construct validity by demonstrating a positive correlation between stereotype threat and actual number of men in a classroom (i.e., women outnumbered by men).…”

Section: Methodsmentioning

confidence: 99%

Academic Procrastination in STEM: Interactive Effects of Stereotype Threat and Achievement Goals

Deemer

Smith

Carroll

et al. 2014

The Career Development Quart

Self Cite

View full text Add to dashboard Cite

A host of academic outcomes have been investigated as consequences of stereotype threat for women in science, technology, engineering, and mathematics (STEM), including attrition and decreased academic performance. However, the role of a potentially important precursor to these negative outcomes—academic procrastination—remains unclear. The present research sought to address this issue. University students (N = 223) enrolled in biology, chemistry, physics, and psychology courses participated in the study. Mastery approach, mastery avoidance, and performance avoidance achievement goals were hypothesized to moderate the effect of stereotype threat on academic procrastination. Results indicated significant interactions for women but not for men; however, interactions were not in the hypothesized direction for the avoidance goal moderators. Mastery approach goals exerted a significant buffering effect on the stereotype threat–academic procrastination relationship, but, contrary to prediction, both mastery avoidance and performance avoidance goals exerted a significant buffering effect. Implications for career‐related outcomes among women in STEM are discussed.

show abstract

“…Integrating this work on socio-cognitive career theory with theory on social identity processes at work, we argue that gender identity threat forms an important explanatory mechanism as to why male dominated work contexts impose a contextual barrier for female STEM graduates’ career confidence. Initial support among student samples showed that female STEM students’ experience of gender identity threat in male-dominated educational contexts lowered their self-efficacy (Deemer et al, 2014) and career motivation (see for review Thoman et al, 2013) in STEM. Thus, we hypothesize that:…”

Section: Theory and Hypothesesmentioning

confidence: 99%

Double Trouble: How Being Outnumbered and Negatively Stereotyped Threatens Career Outcomes of Women in STEM

Veelen¹,

Derks²,

Endedijk³

2019

Front. Psychol.

View full text Add to dashboard Cite

Masculine work contexts form an important source of social identity threat for working women. But what aspect of masculine work contexts is most threatening to women’s gender identity at work: A numerical majority of male colleagues (i.e., numerical male dominance), working in a profession in which women are negatively stereotyped (i.e., normative male dominance), or the combination? The current study aimed to disentangle these two aspects of masculine work contexts by testing its combined impact on the experience of gender identity threat among women and men who work in the STEM sector (i.e., Science, Technology, Engineering and Mathematics). A field study was conducted among women ( N = 177) and men ( N = 630) graduates holding an academic degree in a STEM educational program. Respondents either worked in- or outside the STEM sector (i.e., stronger vs. weaker gender stereotype) and estimated the ratio of men to women in their direct work environment. Results from a Structural Equation Model demonstrated that women in STEM face double trouble: The combination of working almost solely with male colleagues (being outnumbered) and working in the technical sector (where women are negatively stereotyped) predicted the highest levels of experienced gender identity threat, particularly among women who highly identified with their gender group. Gender identity threat, in turn, negatively predicted women’s work engagement and career confidence. Men did not face double trouble: Their experience of gender identity threat was not related to working in a masculine STEM sector. Importantly, considering that the women in this sample already hold a degree in STEM, and have proven their competence in STEM and resilience to gender stereotypes, this research reveals how in naturalistic work settings, prevailing social identity threats continue to affect women’s professional careers.

show abstract

Feeling the Threat

Cited by 78 publications

References 41 publications

Gender differences in self-efficacy states in high school physics

Gender differences in self-efficacy states in high school physics

Academic Procrastination in STEM: Interactive Effects of Stereotype Threat and Achievement Goals

Double Trouble: How Being Outnumbered and Negatively Stereotyped Threatens Career Outcomes of Women in STEM

Contact Info

Product

Resources

About