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首页> 外文期刊>Journal of personality and social psychology >Meta-Lay Theories of Scientific Potential Drive Underrepresented Students' Sense of Belonging to Science, Technology, Engineering, and Mathematics (STEM)
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Meta-Lay Theories of Scientific Potential Drive Underrepresented Students' Sense of Belonging to Science, Technology, Engineering, and Mathematics (STEM)

机译：科学潜在驱动的元理论强名，学生属于科学，技术，工程和数学的归属感（Stew）

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摘要

The current research investigates people's perceptions of others' lay theories (or mindsets), an understudied construct that we call meta-lay theories. Six studies examine whether underrepresented students' meta-lay theories influence their sense of belonging to science, technology, engineering, and math (STEM). The studies tested whether underrepresented students who perceive their faculty as believing most students have high scientific aptitude (a universal metatheory) would report a stronger sense of belonging to STEM than those who think their faculty believe that not everyone has high scientific aptitude (a nonuniversal metatheory). Women PhD candidates in STEM fields who held universal rather than nonuniversal metatheories felt greater sense of belonging to their field, both when metatheories were measured (Study 1) and manipulated (Study 2). Undergraduates who held more universal metatheories reported a higher sense of belonging to STEM (Studies 3 and 4) and earned higher final course grades (Study 3). Experimental manipulations depicting a professor communicating the universal lay theory eliminated the difference between African American and European American students' attraction to a STEM course (Study 5) and between women and men's sense of belonging to STEM (Study 6). Mini meta-analyses indicated that the universal metatheory increases underrepresented students' sense of belonging to STEM, reduces the extent of social identity threat they experience, and reduces their perception of faculty as endorsing stereotypes. Across different underrepresented groups, types of institutions, areas of STEM, and points in the STEM pipeline, students' metaperceptions of faculty's lay theories about scientific aptitude influence their sense of belonging to STEM.
机译：目前的研究调查了人们对别人的界限（或MindSets）的看法，这是我们称之为荟萃铺设理论的被解读的构造。六项研究审查了代表性高于学生的荟萃置业理论是否影响了他们属于科学，技术，工程和数学（Stew）的感觉。这些研究测试了是否认为他们的教师认为大多数学生具有高素质的科学能力（一个普遍的Metatheory），这些学生将报告更强烈的归属感，而不是那些认为他们的教师认为不是每个人都有高级科学能力（一个非同意性的核心）。妇女博士在持有普遍而不是非同意性的干酪域的博士候选人感到更大的属于它们的田地的意义，当时测量骚扰（研究1）并被操纵（研究2）。持有更多普遍嫁妆的本科生报告了较高的归属感（研究3和4），并获得了更高的最终课程等级（研究3）。描绘了沟通普遍优秀理论的教授的实验操纵消除了非洲裔美国和欧洲学生吸引力对干期课程（学习5）以及女性与男性属于词干的感觉（研究6）。迷你荟萃分析表明，普遍的联系增加了持代表性的学生属于茎的感觉，降低了他们经历的社会身份威胁的程度，并降低了对教师的认识作为认可的刻板印象。跨越不同的代表性团体，机构类型，茎的各种区域，以及茎管道的点，学生对教师的达到科学能力的理论，影响他们的归属感。

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