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Croizet, Jean-Claude; Désert, Michel; Dutrévis, Marion; Leyens, Jacques‐Philippe

doi:10.1023/a:1011336821053

Cited by 54 publications

(9 citation statements)

References 42 publications

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“…Assuming strong implicit self-STEM associations were present among STEM women, it can be expected that even when negative gender stereotypes are salient to some extent, STEM women can counteract stereotypes' biasing influence on performance by valuing the self in these fields. And indeed, U.S. and French research indicates that an efficient means to counteract stereotype threat is to affirm one's self-concept in valued domains (Croizet et al 2001;Martens et al 2006). Examining whether such selfaffirmation strategies are (implicitly) implemented by female engineering students may be an important avenue for future research.…”

Section: Discussionmentioning

confidence: 99%

Women in Science, Technology, Engineering, and Mathematics (STEM): An Investigation of Their Implicit Gender Stereotypes and Stereotypes’ Connectedness to Math Performance

Smeding

2012

Sex Roles

122

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In spite of many barriers facing women's enrollment in Science, Technology, Engineering, and Mathematics (STEM), some women are successful in these counterstereotypic disciplines. The present research extended work primarily conducted in the United States by investigating implicit gender-STEM stereotypes-and their relation to performance-among female and male engineering and humanities students in Southern France. In study 1 (N055), we tested whether implicit gender-math stereotypes-as measured by the Implicit Association Test (IAT; Greenwald et al. 1998)-would be weaker among female engineering students as compared to female humanities, male engineering and male humanities students. In study 2 (N0201), we tested whether this same results pattern would be observed with implicit gender-reasoning stereotypes (using a newly created IAT) and, in addition, whether implicit genderreasoning stereotypes would be more strongly (and negatively) related to math grades for female humanities students as compared to the three other groups. Results showed that female engineering students held weaker implicit gendermath and gender-reasoning stereotypes than female humanities, male engineering and male humanities students. Moreover, implicit stereotyping was more negatively related to math grades for female humanities students than for the three other groups. Together, findings demonstrate that female engineering students hold weaker implicit gender-STEM stereotypes than other groups of students and, in addition, that these stereotypes are not necessarily negatively associated with math performance for all women. Discussion emphasizes how the present research helps refine previous findings and their importance for women's experience in STEM.

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Section: Discussionmentioning

confidence: 99%

Women in Science, Technology, Engineering, and Mathematics (STEM): An Investigation of Their Implicit Gender Stereotypes and Stereotypes’ Connectedness to Math Performance

Smeding

2012

Sex Roles

122

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“…When faced with success, positive evaluative feedback, or supportive responses to positive event disclosures, these individuals experience self-doubt and begin to contemplate the possibility that their efforts may not meet with similar success in the future (see Wood et al, 2005). Prior research suggests that minority students on predominantly White campuses or women majoring in STEM fields may be especially prone to the types of selfdoubt that might mitigate the positive effects of received support following positive feedback (Croizet, De´sert, Dutre´vis, & Leyens, 2001). Future research using a larger and more diverse sample will, then, be important in further developing and validating the measures used in the current study, in determining the degree to which the results might be generalized to different samples, and in systematically examining self-esteem and other potential moderators of the current findings.…”

Section: Limitations and Directions For Future Inquirymentioning

confidence: 99%

Academic Support From Peers as a Predictor of Academic Self-Efficacy Among College Students

Altermatt

2016

Journal of College Student Retention: Research, Theory & Pr

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Prior theory and research indicate that psychosocial contextual factors—including students’ ability to establish and maintain satisfying relationships and interactions with peers—can play an important role in predicting college students’ academic performance and persistence. The current study contributes to this literature by examining the mechanisms by which college students come to feel academically supported by peers and the consequences of these perceptions for college students’ academic self-efficacy. Findings indicate that friends’ responses to college students’ disclosures of everyday academic challenges and successes contribute to more general perceptions of peer academic support. Perceptions of peer academic support are, in turn, a predictor of higher academic self-efficacy. The implications of these findings for programs designed to enhance college students’ academic performance and persistence are discussed.

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“…The stereotype threat literature is rich with excellent experiments establishing its effects and correlates in controlled environments (e.g., Aronson et al 1999;Croizet et al 2001;Derks et al 2008); for example, being outnumbered in a stereotype threatening situation decreases feelings of belonging and connection (e.g., Murphy et al 2007) and is associated with feelings of a hostile work and learning environment (e.g., Oswald and Harvey 2000. Our examination of multiple paths from stereotype threat to science identity in a naturalistic setting, we think, complements and extends the existing literature.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Losing its expected communal value: how stereotype threat undermines women’s identity as research scientists

et al. 2015

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The worry or concern over confirming negative gender group stereotypes, called stereotype threat, is one explanation for women's worldwide underrepresentation in undergraduate science classes and majors. But how does stereotype threat translate into fewer women motivated for science? In this quantitative study with a sample from the US, we use Expectancy Value Theory to examine whether and how stereotype threat concerns might influence women's science identification. To do this, we collected survey data from 388 women enrolled in introductory physics (male-dominated) and biology (female-dominated) undergraduate laboratory classes at three universities. We examined multiple indirect effect paths through which stereotype threat could be associated with science identity and the associated future motivation to engage in scientific research. In addition to replicating established expectancy-value theory motivational findings, results support the novel prediction that one route through which stereotype threat negatively impacts women's science identity is via effects on perceptions about the communal utility value of science. Especially among women in physics who expressed greater stereotype threat concerns than women in biology, science identification was lower to the extent that stereotype threat reduced how useful science was seen for helping other people and society. Implications for ways to create an inclusive learning context that combats stereotype threat concerns and broadens undergraduate women's participation in science are discussed.

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Untitled

Cited by 54 publications

References 42 publications

Women in Science, Technology, Engineering, and Mathematics (STEM): An Investigation of Their Implicit Gender Stereotypes and Stereotypes’ Connectedness to Math Performance

Women in Science, Technology, Engineering, and Mathematics (STEM): An Investigation of Their Implicit Gender Stereotypes and Stereotypes’ Connectedness to Math Performance

Academic Support From Peers as a Predictor of Academic Self-Efficacy Among College Students

Losing its expected communal value: how stereotype threat undermines women’s identity as research scientists

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