Intersections of Race-Ethnicity and Gender on Identity Development and Social Roles

Miville, Marie L.; Ferguson, Angela D.

doi:10.1007/978-1-4614-8860-6_1

Cited by 25 publications

(16 citation statements)

References 47 publications

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“…Findings in support of the "matching" hypothesis reinforce arguments that having relatable role models in STEM fields, especially for members from underrepresented groups, such as women of color, improves implicit identification and, by extension can bolster motivation to persist in STEM (Cheryan et al, 2013;Marx & Ko, 2012;Marx & Roman, 2002;Rios et al, 2010;Stout et al, 2011;Wang & Degol, 2017). This effect strengthens calls for tailored interventions for women of color in STEM fields (Ensher & Murphy, 1997;Jackson & Charleston, 2012;Marx et al, 2009;Miville & Ferguson, 2014).…”

Section: Discussionsupporting

confidence: 66%

“…Findings in support of the “matching” hypothesis reinforce arguments that having relatable role models in STEM fields, especially for members from underrepresented groups, such as women of color, improves implicit identification and, by extension can bolster motivation to persist in STEM (Cheryan et al, 2013; Marx & Ko, 2012; Marx & Roman, 2002; Rios et al, 2010; Stout et al, 2011; Wang & Degol, 2017). This effect strengthens calls for tailored interventions for women of color in STEM fields (Ensher & Murphy, 1997; Jackson & Charleston, 2012; Marx et al, 2009; Miville & Ferguson, 2014). Retention intervention efforts should be mindful, not only of the women role models advocating for facilitating interest and perseverance among those from underrepresented backgrounds in STEM, but also of the cultural background and factors affecting inequities for those from underrepresented groups.…”

Section: Discussionsupporting

confidence: 56%

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This is what a scientist looks like: Increasing Hispanic/Latina women’s identification with STEM using relatable role models.

Crane¹,

Talley²,

Piña-Watson³

2022

Journal of Latinx Psychology

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Women in science, technology, engineering, and mathematics (STEM)-related careers are an underrepresented population due to the stigma and sexism they often face. Hispanic and Latina women are further underrepresented in STEM and experience "double jeopardy" due to sexism and racism. Due to factors such as these, women, and especially women of color, are often pushed out of their academic and career paths in STEM fields, further exacerbating what has been termed the "leaky pipeline" phenomenon. The present study seeks to create and evaluate a comic book-style intervention intended to promote the retention of women, and in particular Hispanic/Latina women, in STEM fields. Following exposure to a comic book that depicted a female scientist-vigilante who was either non-Hispanic/Latina White or a Hispanic/ Latina, we assessed female STEM majors' implicit identification and self-reported group identification with STEM-based fields. Analyses revealed a significant two-way interaction such that when participants' ethnicity matched that of the vigilante's, implicit identification as a woman in STEM was stronger compared to instances in which a mismatch occurred. Hispanic/Latina participants who read about a Hispanic/Latina vigilante associated science and self words faster relative to Hispanic/Latina participants who read about a non-Hispanic/ Latina White vigilante. Results did not support the matching hypothesis for explicit group identification. Ethnicity of female role models is an influential factor to consider when developing interventions to recruit and retain women in STEM, as well as the extent to which these materials increase women's identification with STEM-based fields.Recommendations for future research of similar intervention approaches are discussed. Public Significance StatementGender and ethnicity play a critical role in retention efforts to increase the number of women in STEM fields, as these factors seems to influence the extent to which interventions can enhance Hispanic/Latina women's self-identification as a woman in STEM. Results suggest that when women's ethnicity matched that of a fictious role model scientist, participants were faster to associate the self with science-based words, indicating greater implicit identification with STEM. Findings support the call for tailored intervention materials when attempting to retain women of color in fields that are largely White and male-dominated.

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Section: Discussionsupporting

confidence: 66%

Section: Discussionsupporting

confidence: 56%

This is what a scientist looks like: Increasing Hispanic/Latina women’s identification with STEM using relatable role models.

Crane¹,

Talley²,

Piña-Watson³

2022

Journal of Latinx Psychology

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“…Gender identity is defined as the extent to which one identifies as masculine or feminine (Stets & Burke, 2000). Gender roles are defined as the behaviors enacted that align with socially constructed ideas about gender (Mahalik, Cournoyer, DeFranc, Cherry, & Napolitano, 1998) and have been frequently assessed using the Bem Sex-Role Inventory (BSRI; Bem, 1974) and the Personal Attributes Questionnaire (PAQ; Spence, Helmreich, & Stapp, 1973; see also Miville & Ferguson, 2014). Akin are gender role attitudes, which are “people’s beliefs about the appropriate role-related behaviors for women and men and girls and boys” (Frieze & Ciccociopp, 2009, p. 752).…”

Section: Gender and Gender-related Constructsmentioning

confidence: 99%

African American Gender Roles: A Content Analysis of Empirical Research From 1981 to 2017

Jones

Buque

Miville

2018

Journal of Black Psychology

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The purpose of this study was to explore how gender roles research has been conducted among African Americans in the psychological literature. Accordingly, we completed a content analysis of empirical studies on this topic. We utilized the Table of Contents of several psychology journals, psychological databases, and search engines to identify relevant literature. Articles included for review met the following criteria: (a) published between 1981 and 2017, (b) empirically based, (c) psychologically focused on gender-or sex-role constructs, and (d) included samples that were solely African American or consisted of a substantial number of African American participants (range: 17-3,000). Qualifying articles (N = 56) were categorized into one of five content areas (i.e., Self-Concept and Social Identity, Scale Development and Validation, Personality, Family and Gender Role Socialization, and Education/Vocation). We also analyzed sample characteristics, research methods, and publication trends across studies. A majority of the reviewed studies included samples of adults, utilized quantitative methods, and were published within the past 18 years. Using the results of the analysis, we highlight the strengths and limitations of the

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“…Nevertheless, the counseling profession as a whole continues to focus on the dominant discourses of race, ethnicity, gender, social class, and sexuality (Cole, 2009), with little consideration of the intersections of identity, humanity, and disadvantage (Cole, 2009;Fukuyama, Puig, Wolf, & Baggs, 2014;Shields, 2008). In addition, Miville and Ferguson (2014) stressed that members of the counseling profession have relied on an either-or perspective when studying and discussing perspectives of identity. As a consequence, counselors may overlook important markers of identity such as religion and spirituality (ASERVIC, 2009;Miller, 1999).…”

mentioning

confidence: 99%

Stories Matter: Narrative Themes of Counselor Educators' Religious and Spiritual Competency

Johns

2017

Counseling and Values

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Using narrative inquiry, the author explored the multicultural aspects of religious and spiritual experiences, assumptions, and patterns of 9 counselor educators to understand the impact that experiences and beliefs have when supervising and teaching counseling students. A gap exists between counselor standards, ethics, competencies, and practice, because counseling students receive mixed messages about addressing spiritual and religious concerns. Through hermeneutic analysis, 6 themes emerged: (a) religious and spiritual journeys, (b) religious and spiritual practices, (c) relationships, (d) marginalization, (e) modeling, and (f) risk and taboo. Trustworthiness strategies, implications for counselor education, limitations, and directions for future research are described.

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Intersections of Race-Ethnicity and Gender on Identity Development and Social Roles

Cited by 25 publications

References 47 publications

This is what a scientist looks like: Increasing Hispanic/Latina women’s identification with STEM using relatable role models.

This is what a scientist looks like: Increasing Hispanic/Latina women’s identification with STEM using relatable role models.

African American Gender Roles: A Content Analysis of Empirical Research From 1981 to 2017

Stories Matter: Narrative Themes of Counselor Educators' Religious and Spiritual Competency

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