Search our Database of Scientific Publications and Authors

I’m looking for a

    Details and Download Full Text PDF:
    Signaling threat: how situational cues affect women in math, science, and engineering settings.

    Psychol Sci 2007 Oct;18(10):879-85
    Department of Psychology, Stanford University, Jordan Hall, Bldg. 420, 450 Serra Mall, Stanford, CA 94305, USA.
    This study examined the cues hypothesis, which holds that situational cues, such as a setting's features and organization, can make potential targets vulnerable to social identity threat. Objective and subjective measures of identity threat were collected from male and female math, science, and engineering (MSE) majors who watched an MSE conference video depicting either an unbalanced ratio of men to women or a balanced ratio. Women who viewed the unbalanced video exhibited more cognitive and physiological vigilance, and reported a lower sense of belonging and less desire to participate in the conference, than did women who viewed the gender-balanced video. Men were unaffected by this situational cue. The implications for understanding vulnerability to social identity threat, particularly among women in MSE settings, are discussed.
    PDF Download - Full Text Link
    ( Please be advised that this article is hosted on an external website not affiliated with
    Source Status ListingPossible

    Similar Publications

    Interacting with sexist men triggers social identity threat among female engineers.
    J Pers Soc Psychol 2009 Jun;96(6):1089-103
    Department of Psychology, University of Waterloo, Waterloo, ON, Canada.
    Social identity threat is the notion that one of a person's many social identities may be at risk of being devalued in a particular context (C. M. Steele, S. Read More
    Multiple social identities and stereotype threat: imbalance, accessibility, and working memory.
    J Pers Soc Psychol 2009 May;96(5):949-66
    Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405, USA.
    In 4 experiments, the authors showed that concurrently making positive and negative self-relevant stereotypes available about performance in the same ability domain can eliminate stereotype threat effects. Replicating past work, the authors demonstrated that introducing negative stereotypes about women's math performance activated participants' female social identity and hurt their math performance (i.e. Read More
    Math = male, me = female, therefore math not = me.
    J Pers Soc Psychol 2002 Jul;83(1):44-59
    Department of Psychology, Yale University, USA.
    College students, especially women, demonstrated negativity toward math and science relative to arts and language on implicit measures. Group membership (being female), group identity (self = female), and gender stereotypes (math = male) were related to attitudes and identification with mathematics. Stronger implicit math = male stereotypes corresponded with more negative implicit and explicit math attitudes for women but more positive attitudes for men. Read More
    Capitalizing on multiple social identities to prevent stereotype threat: the moderating role of self-esteem.
    Pers Soc Psychol Bull 2010 Feb 23;36(2):239-50. Epub 2009 Dec 23.
    Indiana University, Bloomington, Indiana 47405, USA.
    One troubling aspect of membership in a stigmatized group is that negative stereotypes about the group's performance affect one's personal performance (i.e., stereotype threat). Read More