Social psychological and situational influences on academic outcomes for

women and racial minority students

Social psychological and situational influences on academic outcomes for

women and racial minority students

Denise SekaquaptewaUniversity of Michigan

Department of Psychology

Denise SekaquaptewaUniversity of Michigan

Department of Psychology

Racial minorities under-represented in higher ed, have lower graduation rates than Whites.

Women are under-represented and under-perform in STEM fields.

Why? Discrimination, family, biology? Social psychological factors, elements of the

situation1. Lack of own group representation 2. Stereotypes held by others about one’s group3. Implicit own-group stereotyping

Racial minorities under-represented in higher ed, have lower graduation rates than Whites.

Women are under-represented and under-perform in STEM fields.

Why? Discrimination, family, biology? Social psychological factors, elements of the

situation1. Lack of own group representation 2. Stereotypes held by others about one’s group3. Implicit own-group stereotyping

1. Lack of Own Group Representation

1. Lack of Own Group Representation

Solo status: being the only member of a social category present in a group.

For example, Only African American in one’s academic

department Only woman in an engineering firm

Solo status: being the only member of a social category present in a group.

For example, Only African American in one’s academic

department Only woman in an engineering firm

Solo Status ResearchSolo Status Research Findings from field & lab studies

Female solos report being scrutinized, isolated, stereotyped, and “showcased”

Racial minority students and professors report similar experiences, particularly when they are solos

Socially privileged group members do not react negatively as solos

Therefore, solo status may have a differential effect on the performance of men and women and Whites and racial minorities

Findings from field & lab studies Female solos report being scrutinized, isolated,

stereotyped, and “showcased” Racial minority students and professors report

similar experiences, particularly when they are solos

Socially privileged group members do not react negatively as solos

Therefore, solo status may have a differential effect on the performance of men and women and Whites and racial minorities

Solo SetupSolo Setup

Racial Solo Status and Performance Outcomes(Sekaquaptewa & Thompson, 2002)

Racial Solo Status and Performance Outcomes(Sekaquaptewa & Thompson, 2002)

African American and White women tested on info either as a race solo or nonsolo.

Participants give oral exam performance in front of their group.

Oral exam performance scored for accuracy.

African American and White women tested on info either as a race solo or nonsolo.

Participants give oral exam performance in front of their group.

Oral exam performance scored for accuracy.

Results - race solos(Sekaquaptewa & Thompson, 2002)

Results - race solos(Sekaquaptewa & Thompson, 2002)

0

4

8

12

16

20

24

28

Performance Score

NonSolo Solo

WhiteAfrAmer

Results - gender solos(Sekaquaptewa & Thompson, 2002)

Results - gender solos(Sekaquaptewa & Thompson, 2002)

0

4

8

12

16

20

24

28

Performance Score

NonSolo Solo

MenWomen

Implications of lack of own-group representation

Implications of lack of own-group representation

Solo status can impair performance for women and African Americans

Can occur even without differential treatment of the solo by the majority

Also affects motivation to enter or stay in an academic domain

Factors such as feeling like a representative, working memory deficits, physiological reactions appear to play a role (Sekaquaptewa, Waldman, & Thompson, 2007; Murphy, Steele, & Gross, 2008)

Solo status can impair performance for women and African Americans

Can occur even without differential treatment of the solo by the majority

Also affects motivation to enter or stay in an academic domain

Factors such as feeling like a representative, working memory deficits, physiological reactions appear to play a role (Sekaquaptewa, Waldman, & Thompson, 2007; Murphy, Steele, & Gross, 2008)

2. Stereotypes about One’s Group2. Stereotypes about One’s Group

Racial minorities and women in non-traditional fields are likely to face solo status in conjunction with negative stereotypes.

Stereotype Threat: the situation in which individuals perceive that their actions could be seen as confirming a stereotype held about their group.

Racial minorities and women in non-traditional fields are likely to face solo status in conjunction with negative stereotypes.

Stereotype Threat: the situation in which individuals perceive that their actions could be seen as confirming a stereotype held about their group.

Stereotype Threat ResearchStereotype Threat ResearchMembers of stereotyped groups under-perform when stereotypes are salient in the testing situation (for a review, see Steele, Spencer, & Aronson, 2003)

The dual effect of solo status and stereotype threat

Members of stereotyped groups under-perform when stereotypes are salient in the testing situation (for a review, see Steele, Spencer, & Aronson, 2003)

The dual effect of solo status and stereotype threat

Solo Status and Stereotype Threat (Sekaquaptewa & Thompson, 2003)

Solo Status and Stereotype Threat (Sekaquaptewa & Thompson, 2003)

White men and women give an oral exam performance either as a gender solo or nonsolo.

Test material was described as “traditional math” (ST condition) or as being gender-neutral (No Threat condition).

Oral exam performance scored for accuracy.

White men and women give an oral exam performance either as a gender solo or nonsolo.

Test material was described as “traditional math” (ST condition) or as being gender-neutral (No Threat condition).

Oral exam performance scored for accuracy.

Results (Sekaquaptewa & Thompson, 2003)

Results (Sekaquaptewa & Thompson, 2003)

6

8

10

12

14

16

18

Performance Score

SS/ST NS/ST SS/NT NS/NT

MenWomen

3. Implicit Own-Group Stereotyping

3. Implicit Own-Group Stereotyping

What are the intrapsychic consequences of being in an environment that sends messages of exclusion? Exposure to stereotypic messages about one’s social group promotes stereotypic associations in implicit memory.

What are the intrapsychic consequences of being in an environment that sends messages of exclusion? Exposure to stereotypic messages about one’s social group promotes stereotypic associations in implicit memory.

Implicit own-group stereotypingImplicit own-group stereotyping

Implicit associations: connections in memory that link two concepts together strongly

Implicit gender-math stereotyping: connections in memory that link “male” and “math” more strongly than “female” and “math”

Held without conscious awareness or intention To the extent that one’s learning environment

promotes stereotyping, implicit stereotypes may form and influence one’s outcomes.

Implicit associations: connections in memory that link two concepts together strongly

Implicit gender-math stereotyping: connections in memory that link “male” and “math” more strongly than “female” and “math”

Held without conscious awareness or intention To the extent that one’s learning environment

promotes stereotyping, implicit stereotypes may form and influence one’s outcomes.

Implicit Stereotyping and Math Course Outcomes

(Sekaquaptewa, Ramsey, & Betz, 2008)

Implicit Stereotyping and Math Course Outcomes

(Sekaquaptewa, Ramsey, & Betz, 2008)

116 men and women enrolled in introductory calculus

Completed implicit stereotyping, math career goals measures at Time 1 and Time 2

Final course grades retrieved from records IAT difference score: Time 2 minus Time 1

Positive = imp stereotyping increase over time Negative = imp stereotyping decrease over time

116 men and women enrolled in introductory calculus

Completed implicit stereotyping, math career goals measures at Time 1 and Time 2

Final course grades retrieved from records IAT difference score: Time 2 minus Time 1

Positive = imp stereotyping increase over time Negative = imp stereotyping decrease over time

Final Course Grade Final Course Grade

-0.14

-0.13

-0.12

-0.11

-0.1

-0.09

-0.08

-0.07

-0.06

-0.05

Imp StereoDecrease over time

Imp Stereo Increaseover time

Final Grade

Men

Women

-0.14

-0.13

-0.12

-0.11

-0.1

-0.09

-0.08

-0.07

-0.06

-0.05

Imp StereoDecrease over time

Imp Stereo Increaseover time

Final Grade

Men

Women

Math Career Goals (“How likely are you to pursue graduate studies in math?”)

Math Career Goals (“How likely are you to pursue graduate studies in math?”)

2.6

2.7

2.8

2.9

3

3.1

3.2

3.3

3.4

Imp Stereo Decreaseover time

Imp Stereo Increaseover time

Career Goals Score

Men

Women

2.6

2.7

2.8

2.9

3

3.1

3.2

3.3

3.4

Imp Stereo Decreaseover time

Imp Stereo Increaseover time

Career Goals Score

Men

Women

ConclusionsConclusions

Solo status and concern about being seen in terms of stereotypes harms performance for women and African Americans.

Environments that send messages of exclusion may promote implicit own group stereotypes, which can harm performance and motivation for traditionally under-represented students.

Solo status and concern about being seen in terms of stereotypes harms performance for women and African Americans.

Environments that send messages of exclusion may promote implicit own group stereotypes, which can harm performance and motivation for traditionally under-represented students.

Because women and African Americans are not well represented in STEM fields, they likely face solo status, stereotyping, and may come to develop implicit own-group stereotypes as a result of these situational factors, with detrimental results.

Thus, research efforts should focus on understanding and addressing these characteristics of STEM environments, to meet the goals of broadening participation in STEM.

Because women and African Americans are not well represented in STEM fields, they likely face solo status, stereotyping, and may come to develop implicit own-group stereotypes as a result of these situational factors, with detrimental results.

Thus, research efforts should focus on understanding and addressing these characteristics of STEM environments, to meet the goals of broadening participation in STEM.