Proven practices that can reduce stereotype threat in engineering education: A literature review

Eschenbach, Elizabeth A.; Virnoche, Mary; Cashman, Eileen; Lord, Susan M.; Camacho, Michelle M.

doi:10.1109/fie.2014.7044011

Cited by 13 publications

(7 citation statements)

References 79 publications

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“…47 This worry, in turn, can increase anxiety and distract the individuals from concentrating fully on the task at hand. For example, women taking a mathematics examination may, in addition to feeling routine anxiety over a test, experience stereotype threat that increases this anxiety, 48 because they fear a poor performance will lend credence to the stereotype that women are less skilled than men at mathematics.…”

Section: Research Into the Mechanisms Underlying How Va Workmentioning

confidence: 99%

Can a visual values-affirmation intervention improve test scores of students in areas affected by crisis?

Shephard,

Osseiran,

Makki

2023

Behavioral Science & Policy

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Values-affirmation (VA) exercises, which direct people’s attention to aspects of their lives that they value and broaden their sense of self, have been shown to improve performance in many populations, particularly those who worry that doing poorly will feed into negative stereotypes of the ethnic or other social groups they belong to. Most studies of VA have examined its benefits in highly literate, economically stable, English-speaking populations and have used written exercises. We conducted a randomized controlled trial of a visual VA exercise in an understudied population: marginalized Arabic-speaking students (mostly Syrians) living in a context (Lebanon) affected by conflict. Before taking final exams for a program to improve basic Arabic and English literacy skills and math proficiency, the participants, ages 14-24 years, made a drawing that represented a value important to them. This visual VA exercise improved performance on the Arabic test, particularly among the Syrians, suggesting that, at least for the Arabic test, it reduced anxiety related to stereotyping, allowing students to relax enough to demonstrate their true ability. If replicated, our findings would suggest that schools could use such exercises to improve the value of test scores for guiding decisions about next steps in the education of marginalized students in a context affected by conflict.

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Section: Research Into the Mechanisms Underlying How Va Workmentioning

confidence: 99%

Can a visual values-affirmation intervention improve test scores of students in areas affected by crisis?

Shephard,

Osseiran,

Makki

2023

Behavioral Science & Policy

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“…Nonspecific HC messages differ from institutional messages because nonspecific messages come from an unidentified interpersonal source rather than from norms or values. Nonspecific messages of HC may result in a person feeling threatened about being negatively stereotyped, judged, or having to match a stereotype, which is related to stereotype threat (Cadaret et al, 2017;Eschenbach et al, 2014).…”

Section: Nonspecific Messagesmentioning

confidence: 99%

From Message to Strategy: A Pathways Approach to Characterize the Hidden Curriculum in Engineering Education

Sellers,

Villanueva Alarcón

2023

Studies in Engineering Education

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Background: Hidden curriculum (HC) refers to the unwritten, unofficial, and often unintended assumptions, lessons, values, beliefs, attitudes, and perspectives not openly acknowledged in any given environment. Purpose:The study goal was to identify sources of hidden curriculum within engineering educational structures and uncover how hidden curriculum was communicated to individuals, the interactions that transpired, and what individuals did because of those messages. We also examined how these messages vary by individuals' intersectional identities. Method:The research team collected data using the UPHEME survey, a previously validated mixed-methods instrument with quantitative and qualitative items. There were 984 responses to the UPHEME survey administration at 58 colleges of engineering across higher education institutions in the US and Puerto Rico. We quantitized the qualitative responses of participants who described hidden curriculum sources, messages, and strategies undertaken.Results: Participants experienced HC messages, mainly that engineering is difficult and inflexible, people are underrepresented or undervalued in engineering and feel (un)supported in engineering. Women and non-binary participants with intersectional, marginalized racial and/or ethnic identities experienced HC institutionally, nonspecifically, and interpersonally. These participants changed their environments, negotiated themselves, and took no or minimal action in response to HC. Conclusions:We described sources of HC messages and how individuals responded to the messages. This characterization has implications for engineering administrators, faculty members, and students to identify and address HC messages. In the future, we plan to analyze other qualitative aspects of the UPHEME survey and address limitations with our approach.

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“…Bailey et al stress that engineering and computer science is male dominated [55], while other studies focus on the introvert stereotype of engineers [56], [57]. Studies show that people underperform when they are under situations that cause a stereotype threat and there are ways to reduce it [58]. Therefore, we think that the software engineering programs should appeal to a wider range of prospective students if it is promoted as a more sociotechnical practice, turning the profession into a more social one and overcoming the perception of introvert male stereotype.…”

Section: ) the Soft Skillsmentioning

confidence: 99%

Perspectives on the Gap Between the Software Industry and the Software Engineering Education

Oğuz

2019

IEEE Access

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The gap between the software industry and software engineering education was first mentioned three decades ago, in 1989. Since then, its existence has been regularly reported on and solutions to close it have been proposed. However, after thirty years this gap resists all efforts for closure. In this study we assert that the gap between industry and academia exists for several reasons that are related and intertwined. To take a broader look at the problem from the perspective of all related entities, we (i) provide a detailed overview of the profession and identify the entities, (ii) extract the causes that stem from these entities and discuss what each entity should do, (iii) report and analyze the results of a questionnaire that has been conducted with students and recent graduates, (iv) emphasize the highlights of the interviews conducted with students, recent graduates and academics, (v) and compile a list of skills that are sought by the industry by analyzing the software engineering job advertisements. We further contribute to finding solutions by considering all entities involved, which provides an opportunity to access all of them, so that each can find out what they can do to acknowledge and narrow the gap. Our study concludes that the gap requires constant attention and hard work for all of the entities involved, and therefore all should be on the lookout for new technologies, learn to embrace the changes and adapt to them, so that the gap is kept at a minimum. INDEX TERMS Software engineering education, education gap, engineering curriculum. Ph.D. degree in information technologies from

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Proven practices that can reduce stereotype threat in engineering education: A literature review

Cited by 13 publications

References 79 publications

Can a visual values-affirmation intervention improve test scores of students in areas affected by crisis?

Can a visual values-affirmation intervention improve test scores of students in areas affected by crisis?

From Message to Strategy: A Pathways Approach to Characterize the Hidden Curriculum in Engineering Education

Perspectives on the Gap Between the Software Industry and the Software Engineering Education

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