Seeing is believing: Exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping

Dasgupta, Nilanjana; Asgari, Shaki

doi:10.1016/j.jesp.2004.02.003

Cited by 606 publications

(548 citation statements)

References 66 publications

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“…Past research using the model found that contact with female experts in STEM (e.g., professors) enhanced female students' liking for STEM fields, identification with these fields, confidence, and career aspirations in STEM (10). These findings are consistent with other data showing that individuals' aspirations are positively influenced after seeing successful professional role models, especially if they relate to these role models (16)(17)(18)(19)(20)(21). Collectively, past work demonstrates that exposure to same-sex experts who are at an advanced career stage enhances young women's global attitudes toward the field and career aspirations.…”

supporting

confidence: 77%

Female peers in small work groups enhance women's motivation, verbal participation, and career aspirations in engineering

Dasgupta

Scircle

Hunsinger

2015

Proc. Natl. Acad. Sci. U.S.A.

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257

167

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For years, public discourse in science education, technology, and policy-making has focused on the "leaky pipeline" problem: the observation that fewer women than men enter science, technology, engineering, and mathematics fields and more women than men leave. Less attention has focused on experimentally testing solutions to this problem. We report an experiment investigating one solution: we created "microenvironments" (small groups) in engineering with varying proportions of women to identify which environment increases motivation and participation, and whether outcomes depend on students' academic stage. Female engineering students were randomly assigned to one of three engineering groups of varying sex composition: 75% women, 50% women, or 25% women. For first-years, group composition had a large effect: women in female-majority and sex-parity groups felt less anxious than women in female-minority groups. However, among advanced students, sex composition had no effect on anxiety. Importantly, group composition significantly affected verbal participation, regardless of women's academic seniority: women participated more in female-majority groups than sex-parity or female-minority groups. Additionally, when assigned to female-minority groups, women who harbored implicit masculine stereotypes about engineering reported less confidence and engineering career aspirations. However, in sexparity and female-majority groups, confidence and career aspirations remained high regardless of implicit stereotypes. These data suggest that creating small groups with high proportions of women in otherwise male-dominated fields is one way to keep women engaged and aspiring toward engineering careers. Although sex parity works sometimes, it is insufficient to boost women's verbal participation in group work, which often affects learning and mastery.stereotypes | STEM diversity | science education | gender | social psychology I n today's globalized world, innovation in science and technology is vital for American economic competitiveness, quality of life, and national security. For the United States to maintain global leadership and competitiveness, the nation must invest in research and innovation and grow a talented, large workforce in science, technology, engineering, and mathematics (STEM). Indeed, much of the future job growth in the United States is expected to be in STEM fields, and American businesses search globally for talent (1). This raises concerns about Americans' preparedness for these jobs because too few domestic students enter STEM fields and among those who do, attrition is high. For example, only 28% of the STEM workforce is female (2), even though women represent 50% of the American population and 58% of its college-bound population (3). Clearly, women are untapped human capital that, if leveraged, could increase the STEM workforce substantially. Accomplishing this goal involves identifying academic stages in the STEM pipeline where women are less likely to enter STEM fields and more likely to exit these fiel...

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supporting

confidence: 77%

Female peers in small work groups enhance women's motivation, verbal participation, and career aspirations in engineering

Dasgupta

Scircle

Hunsinger

2015

Proc. Natl. Acad. Sci. U.S.A.

Self Cite

257

167

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“…Therefore, according to Social Role Theory, this change in social roles could produce a change in gender stereotypes (view Eagly, 1987). These changes have been reported in many studies (e.g., Dasgupta & Asgari, 2004;Lenton, Bruder, & Sedikides, 2009). …”

Section: Introductionsupporting

confidence: 74%

Has Changed the Traditional Social Perception on Nurses? Attribution of Stereotypes and Gender Roles

Aranda

Castillo-Mayen²,

Montes-Berges³

2015

Accion psicol.

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Nursing has traditionally been regarded as a female profession. However, in recent years there has been an increase of men. Despite this change, patriarchy still has a profound influence on how general population, patients and even nursing students perceive this occupation. Taking this background into account, the present research aims to analyze gender stereotype and gender role assignment to male and female nurses. A quasi-experimental study was conducted on 121 participants from three groups: patients, non-patients and nursing students. Gender stereotypes and gender roles assignment were analyzing using two factors: level of social domination orientation, and the group membership. Results showed that the gender stereotypes assignment to male and female nurses displayed some similarities; therefore a less stereotypical perception was observed comparing with other recent research. Moreover, participants low in social dominance orientation indicated a preference to traditional gender roles. Considering the group we found a traditional assignment of gender stereotypes over female and male nurses, even among nursing students. In sum, despite the dynamism of the nurses' social perception, still remains a gender bias that needs to be avoided. ACCIÓN PSICOLÓGICA, junio 2015, vol. 12, n. o 1, 103-112. ISSN: 1578 104 Keywords: gender roles; gender stereotypes; nursing; social dominance orientation. ResumenLa enfermería es considerada tradicionalmente como una profesión femenina, aunque en los últi-mos años se aumentado el número de hombres. A pesar de este incremento, las estructuras patriarcales siguen influyendo en la percepción que la población, los pacientes e incluso los estudiantes de enfermería tienen sobre esta ocupación. Partiendo de esta realidad, la presente investigación tiene como objetivo analizar la asignación de estereotipos y roles de género a enfermeras y enfermeros. El estudio, con un diseño cuasi-experimental, se realizó con 121 participantes procedentes de tres grupos: pacientes, no pacientes y estudiantes de enfermería. Tanto la atribución de estereotipos como de roles de género se analizó atendiendo a dos factores: la orientación dominación social y la pertenencia a los grupos mencionados. Los resultados mostraron que la distribución de estereotipos de género a enfermeras y enfermeros presentó similitudes, por lo tanto, obtuvimos una percepción menos estereotipada que investigaciones recientes. Además, los participantes con baja orientación a la dominancia social eligieron roles de género tradicionales. Teniendo en cuenta el grupo de pertenencia encontramos que la asignación tradicional de estereotipos de género influyó en la imagen de los y las enfermeras, incluso entre los estudiantes de enfermería. Se puede concluir que a pesar del dinamismo mostrado en la percepción de los y las enfermeras, sigue existiendo un sesgo de género sobre el que habría que seguir trabajando.Palabras clave: roles de género; estereotipos de género; enfermería; orientación a la dominancia social.

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“…One approach to context-shifting is to elaborate on the counterstereotypical associations of positive exemplars of disliked groups and negative exemplars of liked groups (Dasgupta & Asgari, 2004;Dasgupta & Greenwald, 2001;Dasgupta & Rivera, 2008;Gonsalkorale, Allen, Sherman, & Klauer, 2010). For example, Dasgupta and Greenwald (2001;see also Joy-Gaba & Nosek, 2010) demonstrated that exposing participants to images of admired Black exemplars and disliked White exemplars reduced implicit prejudice.…”

Section: Shifting the Contextmentioning

confidence: 99%

“…While most research on clarifying the mechanisms of changing implicit prejudice is laboratory based, several examples demonstrate that implicit prejudice can be reduced in naturalistic environments (e.g., Dasgupta & Asgari, 2004;O'Brien, Puhl, Latner, Mir, & Hunter, 2010;Rudman, Ashmore, & Gary, 2001;Shook & Fazio, 2008;Stout, Dasgupta, Hunsinger, & MacManus, 2011). A notable example examining implicit stereotypes, the twin sibling of implicit prejudice, took advantage of a natural experiment in Indian politics (Beaman, Chattopadhyay, Duflo, Pande, & Topalova, 2008).…”

Section: What Is Effective?mentioning

confidence: 99%

Reducing Implicit Prejudice

2012

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Implicit prejudices are social preferences that exist outside of conscious awareness or conscious control. In this review, we summarize evidence for three mechanisms that influence the expression of implicit prejudice: associative change, contextual change, and change in control over implicit prejudice. We then review the evidence (or lack thereof) for answers to five open issues in implicit prejudice reduction research: 1) what shows effectiveness in real-world application; 2) what doesn't work for implicit prejudice reduction; 3) what interventions produce long-term changes in implicit prejudice; 4) measurement diversity in implicit prejudice reduction research; and 5) the relationship between implicit prejudice and behavior. Addressing these issues provide an agenda for clarifying the conditions and implications of reducing implicit prejudice. Abstract = 115 words REDUCING IMPLICIT PREJUDICE

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Seeing is believing: Exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping

Cited by 606 publications

References 66 publications

Female peers in small work groups enhance women's motivation, verbal participation, and career aspirations in engineering

Female peers in small work groups enhance women's motivation, verbal participation, and career aspirations in engineering

Has Changed the Traditional Social Perception on Nurses? Attribution of Stereotypes and Gender Roles

Reducing Implicit Prejudice

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