Mind the Gap: Framing of Women’s Success and Representation in STEM Affects Women’s Math Performance under Threat

Shaffer, Emily; Marx, David M.; Prišlin, Radmila

doi:10.1007/s11199-012-0252-1

Cited by 36 publications

(19 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This can be done by facilitating positive contact with members of the majority group (Abrams et al 2006, Walton et al 2014. It can also be accomplished using members of the targeted group-by providing role models of successful group members (Drury et al 2011;McIntyre et al 2003McIntyre et al , 2005Shaffer et al 2013) or by having group members administer the test (Marx & Goff 2005, McGlone et al 2006. Interpersonal interventions can also be employed in real-world settings.…”

Section: Interventionsmentioning

confidence: 99%

Stereotype Threat

Spencer

Logel

Davies

2016

Annu. Rev. Psychol.

689

475

View full text Add to dashboard Cite

When members of a stigmatized group find themselves in a situation where negative stereotypes provide a possible framework for interpreting their behavior, the risk of being judged in light of those stereotypes can elicit a disruptive state that undermines performance and aspirations in that domain. This situational predicament, termed stereotype threat, continues to be an intensely debated and researched topic in educational, social, and organizational psychology. In this review, we explore the various sources of stereotype threat, the mechanisms underlying stereotype-threat effects (both mediators and moderators), and the consequences of this situational predicament, as well as the means through which society and stigmatized individuals can overcome the insidious effects of stereotype threat. Ultimately, we hope this review alleviates some of the confusion surrounding stereotype threat while also sparking further research and debate.

show abstract

Section: Interventionsmentioning

confidence: 99%

Stereotype Threat

Spencer

Logel

Davies

2016

Annu. Rev. Psychol.

689

475

View full text Add to dashboard Cite

show abstract

“…Another well-documented stereotype women in STEM face is the cultural stereotype regarding women and weak mathematics ability (Bench et al 2015;Luong and Knobloch-Westerwick 2017;Rea 2015;Shaffer, Marx, and Prislin 2013;Shapiro and Williams 2012;Thoman et al 2008). Park et al (2016) even found women (but not men) were more likely to show worse mathematics performance and less interest in STEM careers to seem desirable when pursuing smarter romantic partners on campus.…”

Section: Stereotypesmentioning

confidence: 99%

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

Blackburn

2017

Science & Technology Libraries

250

155

View full text Add to dashboard Cite

Increased efforts to diversify science, technology, engineering, and mathematics (STEM) education in the United States have drastically increased the number of studies offering insight into the experiences of women in STEM programs in higher education. This paper presents a thematic review of the literature regarding their status from 2007 to 2017 including journals, trade magazines, theses, and dissertations. It focuses on areas of recruitment, retention, barriers, and faculty issues. Stereotypes, biases, campus culture, classroom experiences, identity, and sense of belonging are also explored. The author additionally identifies gaps and suggests related areas for new research as well as implications for librarians.

show abstract

“…Importantly, many characteristics that are normative for STEM contexts can trigger social identity threat, and in turn, decreased performance for women. Women perform worse after interacting with sexist men (Logel et al., ) or being reminded of women's underrepresentation in STEM (Shaffer, Marx, & Prislin, ).…”

Section: Social Psychological Models Of Gendered Stem Pursuitsmentioning

confidence: 99%

Finding Common Ground: Synthesizing Divergent Theoretical Views to Promote Women's STEM Pursuits

Diekman

Clark

Belanger

2018

Social Issues Policy Review

View full text Add to dashboard Cite

Numerous theories seek to explain gender gaps in science, technology, engineering, and mathematics (STEM), and the literature on social and motivational factors implicated in women's STEM pursuits is burgeoning. We contend that a next-generation strategy is needed to translate multiple and complex theories to practice: We focus on the overlap of multiple social psychological theories to propose common-ground strategies to foster women's interest and participation in STEM. Building upon the foundational work of lone-theory approaches is a next-generation intervention approach that identifies where different theories have common ground-that is, where a particular intervention strategy might capitalize on multiple psychological mechanisms to yield benefit. We focus in particular on theories relevant to two incongruities that contribute to the gender gap in STEM: the incongruity between women and STEM (discussed in theories about stereotyping/discrimination, social identity, and stereotype threat), and the incongruity between STEM and student values (discussed in theories about expectancy-value, goal congruity, and work-family conflict). Three core strategies encompass multiple mechanisms described from these scientific frameworks, and these form the basis for intervention tactics: (1) Challenge stereotypes; (2) Align STEM activities with students' values; (3) Cultivate growth mindsets related to STEM ability. We

show abstract

Mind the Gap: Framing of Women’s Success and Representation in STEM Affects Women’s Math Performance under Threat

Cited by 36 publications

References 25 publications

Stereotype Threat

Stereotype Threat

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

Finding Common Ground: Synthesizing Divergent Theoretical Views to Promote Women's STEM Pursuits

Contact Info

Product

Resources

About