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An educational intervention to improve women’s academic STEM outcomes: Divergent effects on well-represented vs. underrepresented minority women.
Open accessAbstract
Objectives The aim of this field experiment was to test the effect of a social psychological intervention on an ethnically diverse sample of first-year college women majoring in science, technology, engineering, and math (STEM). We hypothesized that grade point averages in STEM courses would be higher in the intervention condition relative to the control condition. Furthermore, we tested competing hypotheses about the moderating role of belonging to either a well-represented (WR) or underrepresented minority (URM) ethnic group in STEM. Method The sample (N = 199) included 115 women from WR ethnic groups and 84 women from URM ethnic groups who were randomly assigned to condition. Women in the intervention were educated about the harmful impact of gender stereotypes in STEM and provided with effective strategies for coping with stereotype threat. At the end of their first year, we obtained participants' academic transcripts. Results At the end of their first year in college, URM women in the intervention condition had higher grade point averages in their STEM courses than URM women in the control condition. The intervention had no effect on WR women. Conclusions The present research demonstrates the importance of intersectional approaches to studying the experiences of women in STEM. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Psychoeducation programs explaining the role of social identity threat and suggesting coping strategies have been found to weaken the negative effects of stereotype threat.
“Such programs have been found to weaken the negative effects of stereotype threat (O'Brien et al., 2019; see also Johns, Schmader, & Martens, 2005).”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as O'Brien et al., 2019
Attributing underperformance to stereotype threat can benefit threatened students' performance.
“Attributing the underperformance to stereotype threat, however, can benefit threatened students' performance (Johns et al., 2005;O'Brien et al., 2019)”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as O'Brien et al., 2019
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“threatened students’ performance (Johns et al., 2005; O’Brien et al., 2019), suggesting that being able to attribute historical underperformance to something other than the group’s ability is an effective way of dispelling the potential negative”
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“For example, future work needs to be done surrounding intersectionality, accessibility including assistive technology for disability, and inclusion for neurodiversity (see also O ’ Brien et al., 2020).”
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BackgroundInterventions for gender equality in STEM education: A meta‐analysis
Yu, W., He, J., Luo, J., & Shu, X. (2023) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12928 · Cited by 30
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“Future work should examine if making salient that women (of all racial identities) face gender bias in STEM (O’Brien et al., 2020) can serve as one potential context where White women can act as effective ally endorsers for Black women.”
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“Interventions that educate students about the impact of gender stereotypes can improve academic outcomes for underrepresented minority women in STEM, suggesting that awareness can mitigate bias [54].”
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RESPECT 2020 Prepint proceedings
Burke, Q., Garcia, P., & Jacob, S. (2020) · Research in Equitable and Sustained Participation in Engineering, Computing, and Technology · doi:10.1109/respect49803.2020.9272473 · Cited by 1
“gov/statistics/srvydoctoratework/ [35] S.”
InfluentialMinority Status and Belonging: Engineering Math as a Vehicle to Build Community
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“This brings to the fore the notion of “multiple lenses” and intersectionality [20, 21].”
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“These social categories are deeply connected, creating unique challenges and barriers for individuals who fall within their intersection, especially in the STEM field (MacPhee et al., 2013; Mukherji et al., 2017; O ’ Brien et al., 2020).”
BackgroundThomas, H., Kamkwalala, A. R., Nath, A., McArthur, J. C., Wojna, V., Shiramizu, B. T., Sacktor, N. C., Pardo, C. A., Haughey, N. J., Clements, J. E., et al. (2023) · NeuroImmune Pharmacology and Therapeutics · doi:10.1515/nipt-2023-0009
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Metadata
- Authors
- O'Brien, L. T., Garcia, D. M., Blodorn, A., Adams, G., Hammer, E., & Gravelin, C.
- Affiliations
- California State University, San Bernardino (US)
- University of Kansas (US)
- Xavier University of Louisiana (US)
- SUNY Geneseo (US)
- Venue
- Cultural Diversity & Ethnic Minority Psychology
- Published
- 2020-04
- Volume
- 26
- Issue
- 2
- Pages
- 163-168
- ISSN
- 1077-341X (ISSN-L)
- 1939-0106
- 1099-9809
- OpenAlex
- W2942176773
- Cited by
- 23
- References
- 0
- Citations by year
- 2026: 1 · 2024: 6 · 2023: 6 · 2022: 2 · 2021: 3 · 2020: 4
- FWCI
- 4.37
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Cultural Diversity & Ethnic Minority Psychology (publishedVersion, other-oa)
- PubMed (publishedVersion)
- Funders
- National Science Foundation (HRD0936722)
- Topics
- Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
- Keywords
- women in STEM, gender stereotypes, stereotype threat, social-psychological intervention, academic performance, grade point average, intersectionality, ethnic minority status, sense of belonging
- MeSH terms
- Educational Status, Engineering, Ethnicity, Female, Humans, Male, Mathematics, Minority Groups, Random Allocation, Stereotyping, Students, Technology, Universities, Cultural Diversity, Young Adult
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