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STEM Stereotypic Attribution Bias Among Women in an Unwelcoming Science Setting

LaCosse, Jennifer ; Sekaquaptewa, Denise ; Bennett, Jill

Psychology of women quarterly, 2016-09, Vol.40 (3), p.378-397 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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  • Título:
    STEM Stereotypic Attribution Bias Among Women in an Unwelcoming Science Setting
  • Autor: LaCosse, Jennifer ; Sekaquaptewa, Denise ; Bennett, Jill
  • Assuntos: Attribution ; Belonging ; Bias ; Correlation analysis ; Engineering ; Feminism ; Feminist psychology ; Gender stereotypes ; Manipulation ; Men ; Psychology ; Retention ; Science and technology ; Self report ; Setbacks ; Stereotypes ; Technology ; Women ; Womens studies
  • É parte de: Psychology of women quarterly, 2016-09, Vol.40 (3), p.378-397
  • Notas: ObjectType-Article-1
    SourceType-Scholarly Journals-1
    ObjectType-Feature-2
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  • Descrição: Science, technology, engineering, and math (STEM) stereotypic attribution bias (SSAB) is the tendency to spontaneously generate external attributions for men’s setbacks in STEM fields and to spontaneously make internal attributions for women’s setbacks in STEM fields. Among samples of undergraduate STEM students, STEM settings perceived as unwelcoming to women through self-report (Study 1) and a manipulation (Study 2) were shown to predict SSAB. Among undergraduate women, experiencing the negative treatment of other women in a science setting predicted SSAB, which was negatively correlated with feelings of belonging in STEM (Study 1) and with intentions to continue in STEM after graduation (Studies 1 and 2). Research materials (e.g, data, measures, materials, etc.) used in both studies will be made available upon request to either of the first two authors. Those interested in increasing retention of women in STEM majors should develop strategies designed to reduce internal attributions for women’s setbacks among women facing negative STEM environments and should cultivate a more positive climate for women in STEM fields. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://pwq.sagepub.com/supplemental
  • Editor: Los Angeles, CA: SAGE Publications
  • Idioma: Inglês
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  • Realização: ABCD-USP USP   Logos de Redes Sociais: Freepik

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