The Importance of Stereotype Threat Mechanisms in Workplace Outcomes

Heart Rate Variability Moderates Challenge and Threat Reactivity to Sexism Among Women in STEM

“…Women in STEM are an important population to study because they often experience gender-related social stressors in academic and workplace environments (Hall et al, 2015; Shapiro & Williams, 2012), which has implications for education (Casad & Flores, 2016; Casad, Oyler, Sullivan, et al, in press, Casad, Petzel, & Ingalls, 2018; Casad, Siebert, Wexler, et al, 2018; Hulleman et al, 2017; Murphy et al, 2007) and health outcomes (Krieger, 2000; Pascoe & Smart Richman, 2009; Salomon et al, 2015; Schneider et al., 2001). Further, women in STEM fields often perceive their male-dominated academic and work environments as threatening (Casad & Bryant, 2016; Casad & Merritt, 2014; Casad, Petzel, & Ingalls, 2018; Casad, Siebert, Wexler, et al, 2018; Hall et al, 2015; Shapiro & Williams, 2012); however, there is individual variability in experiences of sexism and threat reactivity among women in STEM (Casad et al, 2017; Casad, Petzel, & Ingalls, 2018; Cheryan et al, 2016; Taylor et al, 1990). Considering resting HRV is a relatively stable individual characteristic reflecting control of emotions and physiological reactivity after a stressor, HRV seems to be an ideal variable to buffer stress reactivity among women in STEM.…”

“…Women vary in the degree to which they report personally experiencing sexism (Taylor, Wright, Moghaddam, & Lalonde, 1990), and one factor predicting their exposure to sexism is their academic and workplace environments (Casad & Bryant, 2016; Casad & Merritt, 2014; Casad, Oyler, Sullivan, et al, in press, Casad, Petzel, & Ingalls, 2018; Inzlicht, Aronson, & Mendoza-Denton, 2009). Women who study and work in male-dominated environments in which they are numeric minorities are more likely to experience sexism and its associated negative outcomes such as stress, poorer performance, lack of belonging, and disengagement from the domain (Casad & Flores, 2016; Casad, Petzel, & Ingalls, 2018; Casad, Siebert, Wexler, et al, 2018; Hall et al, 2015; Inzlicht & Ben-Zeev, 2000; Lesko & Corpus, 2006; Murphy et al, 2007).…”

“…Women who study and work in male-dominated environments in which they are numeric minorities are more likely to experience sexism and its associated negative outcomes such as stress, poorer performance, lack of belonging, and disengagement from the domain (Casad & Flores, 2016; Casad, Petzel, & Ingalls, 2018; Casad, Siebert, Wexler, et al, 2018; Hall et al, 2015; Inzlicht & Ben-Zeev, 2000; Lesko & Corpus, 2006; Murphy et al, 2007). The present study examines college women majoring in STEM fields since they are underrepresented minorities who often face chronic prejudice and discrimination and perceive their male-dominated academic and work environments as threatening (Casad & Bryant, 2016; Casad & Merritt, 2014; Casad, Oyler, Sullivan, et al, in press, Casad, Petzel, & Ingalls, 2018; Casad, Siebert, Wexler, et al, 2018; Hall et al, 2015; Shapiro & Williams, 2012). Although some research suggests women who pursue male-dominated fields such as STEM may be more resilient and have better coping skills than women who pursue non-STEM fields (e.g., Di Bella & Crisp, 2016), there is much diversity in women’s experiences across STEM subfields and there are many factors contributing to individual variability (Casad, Hale, & Wachs, 2017; Casad, Petzel, & Ingalls, 2018; Casad, Siebert, Wexler, et al, 2018; Cheryan, Ziegler, Montoya, & Jiang, 2016).…”

Addressing Stereotype Threat is Critical to Diversity and Inclusion in Organizational Psychology

“…After many studies established the effects of stereotype threats on various outcomes for several minority groups, research turned to understanding the mechanisms driving these effects ( Schmader et al, 2008 ; Inzlicht et al, 2014 ). Experiencing stereotype threat can lead to a cascade of processes that include attentional, physiological, cognitive, affective, and motivational mechanisms (see Casad and Merritt, 2014 ). When a stigmatized person becomes aware that their stigmatized status may be relevant in a particular context, they may become vigilant and increase attention for environmental cues relevant to potential prejudice and discrimination.…”

Investigating low intelligence stereotype threat in adults with developmental dyslexia

“…When reminded of a stereotype, individuals become aware that their group membership, and the specific stereotype that is attached to that group, may be relevant in a given context. Then they may become more attentive to the environment in case there was any potential for discrimination against them (Casad & Merritt, 2014). Both consideration and appraisal of the situation at cognitive and emotional level may increase their awareness of the stereotype which then may lead to the increased sense of threat (Inzlicht, Good, et al, 2006) and vigilance that may be manifested by physiological response such as increased blood pressure or constriction of blood vessels (Blascovich et al, 2001; Croizet et al, 2004; Murphy et al, 2007).…”