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The role of role models: How does identification with STEM role models impact women's implicit STEM stereotypes and STEM outcomes?

机译：榜样的角色：与STEM榜样的认同如何影响女性的隐式STEM刻板印象和STEM结果？

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摘要

Stereotypes associating men more strongly with science compared to women have harmful implications for women's science, technology, engineering, and math (STEM) outcomes. Exposure to successful female STEM role models can buffer women from the effect of these stereotypes and lead to better performance and greater interest in STEM fields. Moreover, role model identification is especially important for improving women's STEM outcomes. The current study posits that encouraging women to reflect on the ways in which they identify with a role model will improve women's STEM identification, STEM sense of belonging, weaken explicit STEM stereotypes, and will strengthen implicit associations between women and science over the course of a semester, which will then lead to increased desire to pursue STEM opportunities and improved STEM GPA. Seventy-two incoming freshmen women interested in majoring in STEM completed the study. Participants read two role model biographies at different time points during the semester, and at both time points were asked to either write about the ways in which they identified with the role model, asked to write facts about the role model, or asked to write facts about a woman whose hobbies they read about (i.e., control condition). Results revealed that encouraging women to identify with a role model weakened explicit stereotypes and strengthened implicit women-science associations compared to merely exposing women to a role model. Furthermore, encouraging women to identify with a role model and merely exposing women to a role model tended to increase STEM sense of belonging compared to not exposing women to a role model. These findings suggest that encouraging women to identify with a role model is important for improving women's STEM attitudes.
机译：与女性相比，刻板印象将男性与科学联系更紧密对女性的科学，技术，工程学和数学（STEM）结果有有害影响。接触成功的女性STEM角色榜样可以使女性免受这些定型观念的影响，并导致更好的表现和对STEM领域的更大兴趣。此外，榜样识别对于提高妇女的STEM结果尤其重要。当前的研究认为，鼓励妇女反思自己与榜样的识别方式将改善妇女的STEM识别能力，STEM归属感，削弱明确的STEM刻板印象，并在整个过程中加强妇女与科学之间的内在联系。一个学期，这将导致人们对寻求STEM机会的渴望增加，并提高了STEM GPA。七十二名对STEM专业感兴趣的新生女士完成了这项研究。参与者在学期中的不同时间点阅读了两个榜样传记，并要求在两个时间点上写下他们与榜样的识别方式，要求写出有关榜样的事实或要求写下事实关于他们所了解的爱好（即控制状况）的女人。结果表明，与仅使妇女处于榜样地位相比，鼓励妇女与榜样榜样相比，可以削弱明显的陈规定型观念，并加强内隐的妇女科学联系。此外，与不将妇女暴露在榜样上相比，鼓励妇女认同榜样并且仅将妇女暴露在榜样上往往会增强STEM的归属感。这些发现表明，鼓励妇女认同榜样对于改善妇女的STEM态度很重要。

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  • 作者

    Gilbert, Patricia.;

  • 作者单位

    Tulane University School of Science and Engineering.;

  • 授予单位 Tulane University School of Science and Engineering.;
  • 学科 Social psychology.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 98 p.
  • 总页数 98
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 物理化学（理论化学）、化学物理学;
  • 关键词

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