Feminine Stem Role Models: Attempts to Improve Women's Motivation in Science, Technology, Engineering, and Mathematics Fields by Countering the Unfeminine-Stem Sterotype.

Gender;Femininity;Stereotype;Role Models;Science;Technology;Engineering;and Mathematics;Cognitive Associations;Psychology;Social Sciences;Psychology

Betz, Diana E.Mahalingam, Ramaswami ;

University of Michigan

关键词: Gender;    Femininity;    Stereotype;    Role Models;    Science;    Technology;    Engineering;    and Mathematics;    Cognitive Associations;    Psychology;    Social Sciences;    Psychology;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/99856/dibetz_1.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

Women remain underrepresented in science, technology, engineering, and mathematics (STEM) fields, perhaps in part because STEM is seen as incompatible with femininity. Interventions that change perceptions of academic fields (e.g., counterstereotypic role models) can boost motivation, but feminine STEM role models remain untested. It may seem daunting to combine the incompatible qualities of femininity and success in ;;unfeminine” fields, making feminine STEM role models less effective motivators than more everyday, gender-neutral women in STEM. Studies 1a and 1b test this possibility by asking middle school girls to read interviews with college women who were feminine or gender-neutral in terms of appearance and hobbies, and who were succeeding in STEM fields or in school generally. Study 1a suggests that feminine STEM role models dampen girls’ self-rated ability and future plans in math. Study 1b corroborates past evidence that role models are more threatening than inspiring when their success feels unattainable: girls disinterested in STEM (who were most harmed by reading about feminine STEM role models in Study 1a) saw feminine STEM success as least attainable. Study 2 aimed to replicate these effects with a female college sample, with ;;humanities” replacing ;;school” as the comparison role model condition. STEM role models generally improved English self-ratings and harmed math self-ratings. Perceiving STEM role models as less attainable than humanities role models mediated their negative effect on math self-concept. Study 3 used improved stimuli and found that gender-neutral female STEM role models were more motivating than feminine STEM role models. Study 3 also assessed three individual differences. A Single-Category Implicit Association Test (SC-IAT) was developed to measure implicit associations between STEM-related words and photos representing unfeminine appearance, as opposed to photos representing feminine appearance. Explicit unfeminine-STEM stereotypes and participants’ endorsement of feminine appearance were also assessed. Feminine STEM role models were least motivating for participants with strong implicit or explicit stereotypes, yet feminine appearance endorsement did not moderate feminine STEM role model effects. Overall, gender-neutral STEM role models were found to be more effective motivators than feminine STEM role models. Implications for interventions aimed girls and women in STEM are discussed.