Seeing What’s Possible: Videos are more Effective than Written Portrayals for Enhancing the Relatability of Scientists and Promoting Black Female Students’ Interest in STEM

Pietri, Evava S.; Johnson, India R.; Majid, Sana; Chu, Charles

doi:10.1007/s11199-020-01153-x

Cited by 32 publications

(25 citation statements)

References 92 publications

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“…Participants in the control condition did not watch a video. Past work has employed similar no video control conditions and found that these conditions yield similar results as video control conditions (see Moss-Racusin et al, 2018;Pietri et al, 2020). Thus, these participants were informed they would read a short article and that we were interested in their impressions and reactions to the article.…”

Section: Methodsmentioning

confidence: 95%

“…Consequently, we did not include a White woman control condition, but instead either showed or did not show participants this organizational endorsement video. We opted to utilize a video because previous research has found that videos, relative to written media, can be particularly persuasive (Chaiken & Eagly, 1983;Pietri et al, 2020). In addition to exploring whether the endorsement video would change general beliefs about the university, we also tested whether this intervention would encourage beliefs that a specific White female professor -not specifically endorsed in the video -valued helping Black women.…”

Section: Studymentioning

confidence: 99%

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Promoting Inclusive Environments: In-group Organizational Endorsement as a Tool to Increase Feelings of Identity-Safety among Black Women

et al. 2021

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Black women face unique and harmful biases because of their intersecting and multiple marginalized identities, which are different from those experienced by Black men and White women (Crenshaw in s. Cal. l. Rev., 65, 1467., 1991. As organizations work to create more inclusive environments for minoritized employees, it is important to test effective messaging and identity-safe cues (i.e., cues that enhance feelings of identity acceptance) for Black women. In the current research, we investigate a new identity-safe cuein-group organizational endorsement. This technique involves two components: (a) learning about the successful experiences of a former Black female employee and (b) a persuasive message asserting that out-group employees can be supportive role models and mentors within the organization. In a pilot experiment (N = 182) and Study 1 (N = 236), Black female participants were more likely to believe role models and mentors can have different identities, to anticipate more identity-safety, and to have higher attraction to an organization that was endorsed by a former Black female employee compared to a White woman employee. Study 2 (N = 214) further demonstrated that in-group organizational endorsement was effective among Black female students early in their college career. Relative to a control group, Black female students in their 1 st -3 rd year who received the in-group endorsement intervention indicated higher identitysafety at their university and were more likely to pursue professional interactions with out-group members. For institutions that are actively working to promote inclusivity and pro-diversity norms among their employees, in-group organizational endorsement is one effective identity-safety signal for communicating such environments.

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Section: Methodsmentioning

confidence: 95%

Section: Studymentioning

confidence: 99%

Promoting Inclusive Environments: In-group Organizational Endorsement as a Tool to Increase Feelings of Identity-Safety among Black Women

et al. 2021

Self Cite

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“…The current representations limit the study of intersectionality among gender and other identities, and how intersectional identities inform the enactment and portrayal of science. Because shared racial and gender identity is key in promoting positivity toward science among Black female students ( Pietri et al, 2020 ), presentations that signal such shared identity clearly may be more impactful. The study of portrayals of science in media is important because these representations can encourage a broad array of talented individuals to enter science careers, broadening the mold of who participates in scientific work.…”

Section: Discussionmentioning

confidence: 99%

Out of the Lab and Into the World: Analyses of Social Roles and Gender in Profiles of Scientists in The New York Times and The Scientist

2022

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Although representations of female scientists in the media have increased over time, stereotypical portrayals of science persist. In-depth, contemporary profiles of scientists’ roles have an opportunity to reflect or to challenge stereotypes of science and of gender. We employed content and linguistic analyses to examine whether publicly available profiles of scientists from New York Times and The Scientist Magazine support or challenge pervasive beliefs about science. Consistent with broader stereotypes of STEM fields, these portrayals focused more on agency than communality. However, profiles also challenged stereotypes through integrating communality, purpose, and growth. This analysis also found similar presence of communal and agentic constructs for both female and male scientists. The current findings highlight the importance of considering counterstereotypic representations of science in the media: Communicating messages to the public that challenge existing beliefs about the culture of science may be one path toward disrupting stereotypes that dissuade talented individuals from choosing science pathways.

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“…In addition, high-quality videos featuring successful female STEM role models could be shown to students during class lectures, at larger events, or online. Indeed, videos highlighting scientist role models spark female students' interest in STEM careers (Geena Davis Institute on Gender in Media, 2018; Pietri et al, 2020). Videos highlighting female scientists with multiple marginalized identities (e.g., a Black female scientist) may be particularly beneficial, because these women are highly underrepresented and thus often overburdened with service tasks (Turner et al, 2011).…”

Section: Recommendation 5: Implement Broadly Accessible Mentoring Pro...mentioning

confidence: 99%

Boosting the Sustainable Representation of Women in STEM With Evidence-Based Policy Initiatives

Moss‐Racusin

Pietri

Toorn

et al. 2021

Policy Insights from the Behavioral and Brain Sciences

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Women are missing from Science, Technology, Education, and Mathematics (STEM) fields, undermining intellectual inclusivity, meritocracy goals, national competitiveness, and high-quality advances. Solutions require not only hiring more women, but boosting their sustainable representation (i.e., their lasting, substantial presence and valued engagement). Evidence-based policies can shift organizational culture, enabling women’s full and durable participation. The present review presents (1) numerous causes of women’s underrepresentation in STEM and (2) evidence-based interventions to tackling these causes. Specific policy initiatives (derived from the scientific evidence) would promote the sustainable representation of women in STEM.

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Seeing What’s Possible: Videos are more Effective than Written Portrayals for Enhancing the Relatability of Scientists and Promoting Black Female Students’ Interest in STEM

Cited by 32 publications

References 92 publications

Promoting Inclusive Environments: In-group Organizational Endorsement as a Tool to Increase Feelings of Identity-Safety among Black Women

Promoting Inclusive Environments: In-group Organizational Endorsement as a Tool to Increase Feelings of Identity-Safety among Black Women

Out of the Lab and Into the World: Analyses of Social Roles and Gender in Profiles of Scientists in The New York Times and The Scientist

Boosting the Sustainable Representation of Women in STEM With Evidence-Based Policy Initiatives

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