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Abstract
A general theory of domain identification is used to describe achievement barriers still faced by women in advanced quantitative areas and by African Americans in school. The theory assumes that sustained school success requires identification with school and its subdomains; that societal pressures on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others' judgments or their own actions will negatively stereotype them in the domain. Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups (offering a new interpretation of group differences in standardized test performance), that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.
... Furthermore, minority status leads to exposure to distal and proximal stressors [14]. Distal stressors include experiences of discrimination and rejection, while proximal stressors are internal processes caused by distal stressors; for example, anxiety, rumination, feeling the need to hide one's own identity, and holding negative feelings towards one's own minority group [15][16][17]. The model was initially developed to explore the detrimental effects of discrimination and stigma on mental health among sexual and gender minoritised individuals [15,16]. ...
... Distal stressors include experiences of discrimination and rejection, while proximal stressors are internal processes caused by distal stressors; for example, anxiety, rumination, feeling the need to hide one's own identity, and holding negative feelings towards one's own minority group [15][16][17]. The model was initially developed to explore the detrimental effects of discrimination and stigma on mental health among sexual and gender minoritised individuals [15,16]. Researchers have also used of the model to explore how discrimination and stigma towards other minoritised groups, such as those who are racially minoritised, also increases their risk of poor mental health [18][19][20][21]. ...
... [65] "If the Black male has mental issues you just think he's aggressive" [74]. 16) in the USA who identified as Chinese (n = 11), Vietnamese (n = 4), Indian (n = 2), Taiwanese (n = 1), Filipino (n = 1), Cambodian (n = 1) and 1 was unreported (note that some participants identified with multiple ethnicities). ...
Background
University students from racially minoritised backgrounds are at an increased risk of experiencing mental health difficulties but are less likely to seek support compared to students from racial and ethnic majority backgrounds. To increase the accessibility and appropriateness of mental health support for university students, it is important to understand the attitudes towards seeking help for mental health of underserved student groups. This is the first systematic review to synthesise the available qualitative data which explores attitudes toward seeking help for mental health problems among students from racially minoritised backgrounds.
Methods
This systematic review includes qualitative studies exploring attitudes towards seeking help for mental health difficulties among racially minoritised university students. A literature search was carried out using PsycINFO, CINAHL, Medline and Web of Science in March 2024. Participants were racially minoritised university students. Data were synthesised using a thematic synthesis.
Results
Of 493 papers identified, 15 were included in the final thematic synthesis following methodological appraisal of their quality using the Critical Appraisal Skills Programme. There were a total of 314 participants across all included papers. Four analytical themes were identified: “cultural attitudes” outlined how culturally specific experiences of stigma, lack of conversations about mental health, faith, and gender influenced attitudes; “interpersonal relationships” explored the impact of family and peer relationships on attitudes; “psychological barriers” described how psychological constructs, such as preference for self-reliance and feared consequences of disclosure, were culturally-informed barriers to help-seeking; and “systemic barriers” encompassed the structural barriers, discriminatory practices and perceived cultural incompetence of services and institutions that negatively impacted on attitudes towards help-seeking for mental health difficulties.
Conclusion
Culture, identity and social inequality inform attitudes towards help-seeking among racially minoritised students. Exploration of how these factors interact with university systems may improve the provision of mental health support. Systemic change is needed within universities and mental health services to tackle inequality and improve support for racially minoritised students.
... Following the previously established framework, a threat to one's sexual reputation may emerge when others (i.e., society at large) negatively evaluates a woman's behavior (Shapiro, 2011;Shapiro & Neuberg, 2007). In situations like this, the fear of confirming negative stereotypes may lead to the internalization of stereotypical expectations and roles, which can adversely affect women's self-image (Heilman, 2012;Steele, 1997). Research on stereotypes about women has shown that people develop schemas for different subtypes of women and that the attributes used to characterize these subtypes align with the dimensions that determine the social status and value assigned to groups within the broader social structure Kim et al., 2022). ...
... Hypothesis 1. When a woman's sexual activity is devalued or negatively judged by others, it can detrimentally affect her self-image (Heilman, 2012;Steele, 1997). Specifically, it can affect or influence a woman's tendency to identify with positive and negative traits associated with competence, sociability, nature, culture, feelings, and emotions. ...
... We hypothesized that fear of confirming negative stereotypes might lead to the internalization of stereotypical expectations and roles, and, thus, inducing a threat to personal reputation could negatively impact women's self-image (Heilman, 2012;Steele, 1997). Specifically, we questioned how young women would be affected when exposed to a threat to their personal reputation via negative evaluation of their supposed sexual profile (i.e., characterized by sexual activity or sexual abstinence). ...
Background: The sexual double standard (SDS) governs behaviors related to sexual activity and abstinence, promoting negative evaluations of sexually assertive women. Conversely, the sexual agency norm encourages young women to express their sexuality freely. This study explores how this complex normative context, combining SDS and sexual agency norms, impacts young women’s self-concept and attitudes toward sexual consent. Methods: A total of 154 Spanish university women (Mage = 19.69 years; SD = 2.23) participated in a 2 × 2 quasi-experimental design [Personal Reputation Threat: Sexual Activity vs. Sexual Abstinence × Agency Belief Affirmation: High vs. Low]. Participants completed a self-perception measure and the Spanish Adaptation of the Sexual Consent Scale-Revised. Results: Personal Reputation Threat influenced positive self-evaluation, with higher scores in the Sexual Activity (vs. Abstinence) condition. Agency Belief Affirmation also affected self-evaluation, with higher scores in the low-agency (vs. high-agency) condition. An interaction effect emerged on attitudes favoring sexual consent: participants showed greater support for sexual consent when devalued for sexual assertiveness rather than abstinence, but only under low-agency belief affirmation. These findings highlight identity conflicts and inconsistent sexual attitudes that young women may experience within the complex normative frameworks of contemporary Western societies.
... Furthermore, academic gaps between different student populations have recently begun to be viewed as an opportunity gap or education debt resulting from differences in socioeconomic statuses, prevalent stereotyping, particularly at schools, and discrimination (Banks & Banks, 2003;Ladson-Billings, 2006). These gaps are closely related to the mismatch between the cultural backgrounds of CDS and school settings, teacher preparation, and teaching practices, which in turn led to labelling CDS as low-performing students (Steele, 1995). ...
... Holding affirming views also facilitates a sense of belonging and acceptance, which enables a safe and supportive classroom environment which empowers CDS to express themselves freely (Gay, 2018;Villegas & Lucas, 2002). In a similar vein, culturally responsive teachers actively challenge negative stereotypes and biases against CDS and diversity (Parkhouse et al., 2023) as such stereotypes and biases are factors that account for the perpetuating inequities and undermine CDS' sense of belonging and self-esteem (Banks, 2015b;Steele, 1995), making challenging against negative stereotypes another transversal skill for a culturally responsive EFL teaching habitus. ...
... Teachers can offer counter narratives to create opportunities for a critical dialogue for understanding, empathy, and respect for culturally diverse identities and experiences (Ladson-Billings, 1994). In relation to them, prioritising equity and justice is also an important transversal skill for a culturally responsive EFL teaching habitus because equity and justice are fundamental principles to create inclusive and just environments, where teachers strive for dismantling systemic barriers and addressing disparities in educational outcomes due to factors such as race, ethnicity, religion, language, and socioeconomic status by advocating for policies and practices for equity and social justice within their classrooms and schools (Grant & Sleeter, 2013;Ladson-Billings, 1995;Steele, 1995). ...
Drawing on the need of teaching culturally diverse students, I employ a sequential
exploratory mixed methods design to identify novice EFL teachers’ Culturally
Responsive Teaching (CRT) needs and explore the transversal skills for developing a
culturally responsive EFL teaching habitus. The quantitative part of the study is
related to identifying the level of CRT needs while the qualitative part involves
developing the data collection instrument, delving into the needs, and exploring the
transversal skills. Through employing cluster random sampling, the study involves
229 novice EFL teachers in Ankara, Türkiye. The data collection includes informal
and cognitive interviews to develop the primary data collection tool and its scoring
rubric, Culturally Responsive English Teaching Needs Assessment with Vignettes
(CRETNAV), an open-ended survey tool to identify teachers’ needs. I also utilise
field notes, memos, and focus group interviews with experts. I employ inductive
content analysis and descriptive statistics to analyse the data. In addition, a panel of
five experts are employed to consult their expertise during the exploration of the
transversal skills based on the identified needs. Data collection and analyses
procedures occur between 2022 and 2024. Findings reveal a large spectrum of CRT needs of novice EFL teachers. As a result,
the study identifies a set of transversal skills necessary for developing a culturally
responsive EFL teaching habitus under four major teacher learning zones, namely
culturally responsive caring, culturally responsive knowledgebase, culturally
responsive instruction, and culturally responsive awareness for developing a
culturally responsive EFL teaching habitus within the cultural context of Türkiye.
... Thus, we adopted an intersectionality approach to understanding the relations between stereotype threat, TIMSI motivational constructs, and women's STEM persistence. Steele (1997) postulated that students who highly identify with the stereotyped domains are particularly vulnerable to the harmful effects of stereotype threat (Steele, 1997). When women have a high science identity and thus view STEM success as a core aspect of the self, they may be more likely (vs. ...
... Thus, we adopted an intersectionality approach to understanding the relations between stereotype threat, TIMSI motivational constructs, and women's STEM persistence. Steele (1997) postulated that students who highly identify with the stereotyped domains are particularly vulnerable to the harmful effects of stereotype threat (Steele, 1997). When women have a high science identity and thus view STEM success as a core aspect of the self, they may be more likely (vs. ...
... Despite Steele's (1997) assumption of stronger effects of stereotype threat on highly identified individuals, this hypothesis has been underexplored in the literatureespecially in longitudinal and field settings. Thus, testing the interactive effects of science identity and stereotype threat associated with women's STEM persistence helps contribute to the literature in this area. ...
Research on situational antecedents for women’s persistence is critical to advancing gender equity in science, technology, engineering, and mathematics (STEM) fields. To disentangle the influences of stable and situated aspects of motivational antecedents, we used survival analysis to predict if, when, and to where undergraduate women change majors (i.e., staying in, switching across, or out of STEM) from between-person average and within-person fluctuations in Tripartite Integration Model of Social Influence (TIMSI) motivational constructs (science self-efficacy, identity, and community values) and stereotype threat. Women (N = 413) STEM majors in their first or second year of college were recruited from nine U.S. universities and followed over four years. Women were most likely to leave STEM in the first year of college and were most likely to change STEM majors within the first two years. Major change was predicted by (a) between-person average and within-person fluctuations in science identity, (b) within-person fluctuations in stereotype threat, and (c) an interaction between average stereotype threat and fluctuations in science identity. These findings emphasize the importance of distinguishing between-person and within-person aspects of motivational antecedents of STEM choices and developing tailored motivational interventions for short- and longer-term periods.
... Stereotype endorsement can be conceptualized as a Due to their pervasiveness, stereotypes can inform the implicit and explicit attitudes and behaviors of individuals and the institutions they construct, including schools (Del . Scholarship on stereotype threat has theoretically and empirically delineated the ways in which minoritized youth's awareness of pernicious beliefs about their racial/ethnic group's academic abilities can undermine their academic performance, interest, and motivation (Steele, 1997;Steele & Aronson, 1995). If stereotype awareness alone can undermine academic functioning, the actual endorsement of academic stereotypes may lead to even more deleterious academic outcomes. ...
... Endorsement of this negative stereotype may undermine Black adolescents' cognitive flexibility, attention, and persistence when working on math tasks (Pennington et al., 2016). Indeed, the stereotype threat literature has found that Black students who consciously or unconsciously hold negative stereotypes about their racial group demonstrate poorer academic performance (Pennington et al., 2016;Steele, 1997). On the contrary, the stereotype boost literature has illustrated that Black students' endorsement of positive stereotypes about their racial group is beneficial for their academic outcomes (Walton & Cohen, 2003). ...
... Drawing from an urban sample of Black adolescents, this study investigated whether cognitive engagement and ability mindsets mediated the associations between racial stereotype endorsement and math performance and whether any observed associations differed by adolescents' gender and ethnic-racial identity development. Multiple studies have shown that the endorsement of negative academic stereotypes diminishes the scholastic performance and psychoeducational development of Black students (Steele, 1997;Woodcock et al., 2012). However, the present study is among the first to examine the longitudinal associations with math-specific outcomes for both negatively and positively biased racial stereotype endorsement (Rowley et al., 2007). ...
... A growing body of research suggests that when students from underrepresented groups see their culture, history, and experiences reflected in the curriculum, they feel valued and validated. This validation fosters a sense of belonging and pride, which can improve academic motivation and performance (Steele, 1997). For example, studies have shown that African American students who learn about the achievements and contributions of African Americans in history are more likely to engage with the material and perform better in their studies (Ladson-Billings, 1994). ...
... For students from underrepresented groups, seeing their identities reflected in educational content can foster a positive self-concept and reinforce their sense of pride in their cultural backgrounds. This validation can lead to greater academic self-confidence, which in turn enhances academic motivation and achievement (Steele, 1997). ...
Representation in educational materials is crucial for fostering an inclusive and equitable learning environment, particularly for underrepresented groups. Students from marginalized communities often encounter educational content that fails to reflect their histories, cultures, and experiences, leading to feelings of alienation and disengagement. This paper explores the significance of representation in textbooks, curricula, and other learning resources for underrepresented groups, such as racial and ethnic minorities, LGBTQ+ students, students with disabilities, and students from low-income backgrounds. It discusses how inclusive educational materials promote a sense of belonging, enhance academic performance, and contribute to the overall development of students. Drawing on theories of social identity, educational equity, and multicultural education, this paper argues that representation not only validates students' identities but also broadens the perspectives of all learners, fostering a more inclusive and understanding society.
... In the original theory of Steele et al. (1997), Stereotype Threat (ST) is described as the fear that high-achieving individuals who belong to a stereotyped group would be regarded or treated in a certain way. This phenomenon happens when people realize the likelihood of receiving a negative evaluation based on the stereotype that they have been aware of, and they feel that their competency or morality is being questioned. ...
... A study about women underperforming during math tests became the foundation of understanding regarding a phenomenon coined by Claude Steele and his colleagues in 1997. They hypothesized that when women perform math, they risk themselves being judged by the negative stereotype that women have weaker math abilities compared to men (Steele, 1997;Steele & Aronson, 1995). ...
More women are now in the fields of emergency medical services (EMS), firefighting, and law enforcement which were traditionally dominated by men because having women in the field is a big step to address the shortage of people in the emergency response units. Stereotype Threat can affect the performance of the female fire responders, by being exposed to a certain stereotype and being a female in a male-dominated job. The study is anchored on 4 variables-Stereotype Threat, Job Satisfaction, Job Performance, and the Mental Health of the female firefighters. The researchers used a quantitative, correlational approach, as it aimed to investigate the levels of stereotype threat of female firefighters in selected cities in Metro Manila. Using a quantitative research design, data were collected from 104 respondents across six cities. The sample size was determined through purposive sampling. The survey utilized a paper-and-pencil format and Google Forms. The statistical treatments used in this study are the frequency distribution, percentage, weighted mean, multivariate regression, and Pearson's r Coefficient of Correlation. The findings revealed that stereotype threat negatively correlates with job satisfaction (r =-0.649, p < .001) and mental health (r =-0.566, p < .001) but has no significant effect on job performance (r = 0.005, p > .05). These results emphasize the important aspect of ST in the workplace; thus, it should be addressed to further improve the well-being and satisfaction of female firefighters.
... In the original theory of Steele et al. (1997), Stereotype Threat (ST) is described as the fear that high-achieving individuals who belong to a stereotyped group would be regarded or treated in a certain way. This phenomenon happens when people realize the likelihood of receiving a negative evaluation based on the stereotype that they have been aware of, and they feel that their competency or morality is being questioned. ...
... A study about women underperforming during math tests became the foundation of understanding regarding a phenomenon coined by Claude Steele and his colleagues in 1997. They hypothesized that when women perform math, they risk themselves being judged by the negative stereotype that women have weaker math abilities compared to men (Steele, 1997;Steele & Aronson, 1995). ...
... In the original theory of Steele et al. (1997), Stereotype Threat (ST) is described as the fear that high-achieving individuals who belong to a stereotyped group would be regarded or treated in a certain way. This phenomenon happens when people realize the likelihood of receiving a negative evaluation based on the stereotype that they have been aware of, and they feel that their competency or morality is being questioned. ...
... A study about women underperforming during math tests became the foundation of understanding regarding a phenomenon coined by Claude Steele and his colleagues in 1997. They hypothesized that when women perform math, they risk themselves being judged by the negative stereotype that women have weaker math abilities compared to men (Steele, 1997;Steele & Aronson, 1995). ...
More women are now in the fields of emergency medical services (EMS), firefighting, and law enforcement which were traditionally dominated by men because having women in the field is a big step to address the shortage of people in the emergency response units. Stereotype Threat can affect the performance of the female fire responders, by being exposed to a certain stereotype and being a female in a male-dominated job. The study is anchored on 4 variables-Stereotype Threat, Job Satisfaction, Job Performance, and the Mental Health of the female firefighters. The researchers used a quantitative, correlational approach, as it aimed to investigate the levels of stereotype threat of female firefighters in selected cities in Metro Manila. Using a quantitative research design, data were collected from 104 respondents across six cities. The sample size was determined through purposive sampling. The survey utilized a paper-and-pencil format and Google Forms. The statistical treatments used in this study are the frequency distribution, percentage, weighted mean, multivariate regression, and Pearson's r Coefficient of Correlation. The findings revealed that stereotype threat negatively correlates with job satisfaction (r =-0.649, p < .001) and mental health (r =-0.566, p < .001) but has no significant effect on job performance (r = 0.005, p > .05). These results emphasize the important aspect of ST in the workplace; thus, it should be addressed to further improve the well-being and satisfaction of female firefighters.
... In this way, structural features of social environments can undermine chances for authenticity, or "the sense of being oneself," for marginalized groups (Schmader & Sedikides, 2018, p. 228). Institutional practices, norms, or cues that signal that the self does not "fit" or is socially devalued within a setting threatens one's social identity (see social identity threat, Murphy et al., 2007) and jeopardizes the psychological resources one needs to perform well (see stereotype threat, Steele, 1997). A student who enters a classroom space, for example, and observes narrow or stereotypical representations of their social group or no representations at all might feel challenged to feel like they belong or like they can be successful in such a classroom (Fryberg & Townsend, 2008). ...
... In response to such threats, marginalized students must consider how to maintain a sense of authenticity or to maintain a sense of belonging. To maintain authenticity, one option is for students to disidentify with or disengage from the domain (Steele, 1997). To maintain a chance for belonging, students might strategically assimilate or bifurcate parts of the self (see oppositional identities, Benet-Martínez & Haritatos, 2005). ...
Belonging is personal and political. As a fundamental human need, belonging is about self-acceptance and about feeling “accepted” by others. And yet, this process of acceptance is inextricably tied to structures of power that work to include and exclude. Structures of whiteness within higher education systems, for example, relegate low-income, first-generation-to-college students of color to the margins and undermine their capacity and desire to belong. This makes the task of developing institutional practices that foster belonging complex. Such a task prompts important questions about what “acceptance” looks like. For example, in what ways can practices of acceptance attend to existing power structures? Under what conditions can acceptance occur so as not to solely expect students to assimilate or to silence important parts of themselves? How can practices of acceptance recognize the diverse belonging needs of marginalized students and the politics surrounding those needs? To answer these questions, I utilize frameworks that reveal the paradoxes of belonging—the push and pull of being accepted in spaces that marginalize the self. Specifically, drawing from a place-belongingness and politics of belonging framework, I first provide a foundation for understanding the personal and political components of belonging for marginalized students. I then review harmful institutional practices of “acceptance” and discuss more transformative practices that sustain students’ cultural identities. Illuminating the personal and political facets of what it means to be accepted provides a pathway for reimaging who can, wants, and gets to belong.
... Databases such as ERIC, Google Scholar, and JSTOR will be used to gather peerreviewed studies, reports, and policy documents. The inclusion criteria will require studies to discuss either teacher-led initiatives or STEM programs aimed at increasing equity and access for underrepresented groups [16,17]. Studies focusing on the digital divide and its effects on STEM education in developing countries will also be included, as these insights are crucial for understanding how technology influences educational inequalities [18]. ...
... Differentiated Instruction: Differentiated instruction emerged as another powerful tool for addressing disparities in STEM. Teachers who adapt their methods to meet the diverse needs of students-such as providing varying levels of difficulty or alternative ways to engage with the material-can help close achievement gaps, particularly for students who might struggle in traditional teaching settings [16,17]. ...
Inequalities in STEM education remain a persistent issue, disproportionately affecting underrepresented groups, including women, minorities, and low-income students. This study aims to explore how educators address these inequalities through social justice frameworks in their teaching practices. Grounded in theories of culturally relevant pedagogy and critical pedagogy, the research investigates the role of teachers as key agents in promoting equity in STEM classrooms. A systematic literature review was conducted, drawing from case studies, academic articles, and policy reports, focusing on strategies that educators use to create more inclusive and supportive learning environments. The findings reveal that educators utilize a range of methods, such as differentiated instruction, inclusive curriculum design, and culturally responsive teaching, to address disparities in STEM education. However, significant challenges, including limited resources and inconsistent institutional support, hinder full implementation. This paper highlights the importance of teacher agency and the need for professional development programs that equip educators to better address social justice in STEM education. It contributes to existing literature by providing a comprehensive analysis of best practices while identifying gaps in research on long-term impacts and global applicability.
... Furthermore, students who perceive their culture as valued in the classroom are more likely to develop a positive academic self-concept, which leads to higher motivation, engagement, and achievement (Steele, 1997). When marginalized students see their cultures and histories reflected in their educational materials, they are more likely to feel a sense of belonging and be motivated to succeed. ...
Multicultural education is an essential approach for addressing educational inequalities and promoting academic achievement among marginalized students. By integrating diverse cultural perspectives into the curriculum, multicultural education aims to create an inclusive learning environment where all students feel valued, supported, and empowered. This paper examines how multicultural education can bridge the academic performance gaps between marginalized students and their more privileged counterparts. It discusses the principles and strategies of multicultural education, its impact on student outcomes, and the challenges faced in its implementation. Drawing on existing literature and case studies, the paper highlights the positive role that culturally relevant teaching practices and inclusive educational resources can play in enhancing the academic achievement of marginalized students, ultimately contributing to a more equitable education system.
... The term "Wise" originates from Goffman [24], who used it to describe individuals who understood and sympathised with the experiences of gay individuals, even if they did not share those stigmatised identities themselves. Steele [66] described "wise schooling," which addresses the experiences of students facing negative stereotypes in academic settings. From these foundations, Walton and Wilson [81] defined WIs as comprising "psychologically wise" strategies that reshape individuals' interpretations of themselves, others, and their circumstance. ...
Wise interventions (WIs) use theory-driven approaches to reshape individuals’ interpretations of their experiences. In these pre-registered meta-analyses, we conducted random-effects, fixed-effects, moderation, and subgroup meta-analyses across different time points to evaluate the effects of WIs on depressive or anxiety symptoms. We also conducted quality assessments and evaluated publication bias and heterogeneity. Sixteen RCTs were included, revealing small but significant effects of WIs on depressive symptoms post-intervention (g = 0.22; p = 0.00) and anxiety symptoms at post-intervention (g = 0.20; p = 0.00) and 3-month follow-up (g = 0.09; p = 0.02). The strongest post-intervention effects on depressive symptoms were found for gratitude interventions (g = 0.29; p = 0.04) and online delivery (g = 0.35; p = 0.03). Moderation analyses for other endpoints yielded equivocal results. These findings highlight new opportunities to support youth by reframing their identities as sources of strength and fostering gratitude.
... This inclusivity enhances students' social and emotional wellbeing, making them more likely to succeed academically. By validating students' cultural identities, these materials help build students' self-confidence and academic self-concept, which are important predictors of academic achievement (Steele, 1997). ...
The integration of culturally relevant textbooks and resources into educational curricula is a critical factor in fostering inclusive, engaging, and effective learning environments. By reflecting the diverse backgrounds, experiences, and perspectives of students, these resources can significantly enhance student engagement, retention, and academic achievement. This paper explores the influence of culturally relevant textbooks and educational resources on student learning outcomes, examining how they affect students' academic performance, sense of identity, and overall educational experience. Drawing from existing literature, this study highlights the importance of incorporating cultural diversity into educational content, not only as a means of promoting inclusivity but also as a way to improve learning outcomes for students from diverse backgrounds. Challenges in developing culturally relevant materials are also discussed, alongside recommendations for educators and policymakers to improve access to such resources.
... The concept of stereotype threat, as explored by Steele (1997), further illustrates how social determinism can in uence educational outcomes. Stereotype threat refers to the anxiety individuals from marginalized groups may experience when they fear con rming negative stereotypes about their group, which can hinder performance. ...
This study investigates the attributional beliefs of pre-service and in-service elementary and middle school mathematics teachers regarding students' success and struggles in mathematics. Utilizing a qualitative case study approach, interviews were conducted with 28 in-service and pre-service teachers to explore their beliefs. Data were analyzed through content analysis, categorizing attributions into four main types: genetic, social, personal, and educational. The findings reveal that participants addressed both success and struggle in their responses, underscoring the complex interplay of factors that influence students' mathematical outcomes. Pre-service teachers mentioned a broad range of attributions, including personal, social, and educational factors. On the other hand, in-service teachers more frequently emphasized personal and genetic attributions, highlighting interest and innate ability as significant factors. While social and educational attributions, including family support and teacher quality, were discussed, they were less frequently highlighted by in-service teachers. This study highlights the importance of understanding teachers' beliefs, as these beliefs have the potential to shape instructional decisions and expectations. The findings suggest that future research should involve a larger sample size and analyze more comprehensive data from interviews to provide deeper insights into these attributional beliefs.
... Schemata are culturally shared and are applied more under circumstances of ambiguity (including lack of information), stress from competing tasks (e.g., job and family responsibilities), and time pressures. Both men and women hold them about gender; white people and people of color hold them about race/ethnicity; and, most importantly, people are often not aware of them (Fiske, 2002;Steele, 1997). A significant strength of gender cognitive schemata is their understanding of the maintenance and power of gender beliefs. ...
Issues of gender, leadership, and values have occupied the minds of researchers in educational administration and leadership for decades. Breakthroughs in neuroscience and neuroepigenetics have produced numerous insights into the complex operations and influences in the human brain between men and women. Taking into account some of these differences, in this chapter, I will revisit the literature on leadership, gender, and values with a twofold purpose: one, to review understandings that have accumulated, and two, to add a new perspective for reexamining these understandings. At first, I review existing theories of gender, leadership, and values, paying attention to the different modes of operation between men and women to recapture the conclusions these lines of research have produced. Then, I turn my attention to recent findings from neuroscience and neuroepigenetics as a new lens through which these reported differences can be illuminated. My thesis in this conceptual paper is to raise awareness of this emerging line of research and its potential to shed more light into the neural dark of our conceptions about gender and women's ways of leading in education with significant implications for educators and educational leaders.
... Fittingly, many programs seek role models who embody students' racial/ethnic backgrounds in order to cultivate a sense of belonging and cultural pride. However, stereotypic threat [21] and spotlighting theory [17] warn against a climate of over-representation wherein homogeneity within a group is established. Owing to millennial students' more tolerant attitude toward diversity [14], the practice of ethnic/racial clustering may in fact have negative effects as it further accentuates students' differences and isolates subgroups of students from the general student population. ...
... This is important for avoiding long-term negative effects on maternal health [31]. Experiencing or anticipating negative attitudes, discrimination, and weight bias from healthcare professionals during labor may impact women's self-esteem and empowerment, affecting their ability to cope with labor [32,33]. In addition, weightbiased care can cause high levels of stress, which in turn increases maternal anxiety and pain perception, affecting labor progress and birth outcomes [34,35]. ...
Background
Weight-biased clinical practices and institutional characteristics can have a wide impact on the quality of care provided to women with obesity. This may substantially increase their risks for poor birth outcomes. The current study assessed experienced weight stigma by women during childbirth in maternity care settings in Switzerland. We aimed to identify frequencies, sources, and manifestations of weight-related stigmatization, hypothesizing that such stigma impacts birth outcomes, specifically cesarean birth (CB).
Methods
Data from a nationwide cross-sectional online survey was used to investigate the frequencies, sources, and manifestations of experienced weight stigma during childbirth. Binomial logistic regression was applied to predict CB from experienced weight stigma. Mediation analysis assessed the role of experienced weight stigma in the association between body mass index (BMI) and CB.
Results
In a total of 1352 women who gave birth in the last five years, women with obesity (BMI ≥ 30 kg/m2) experienced weight stigma more often than their peers with healthy weight (BMI 18.5–24.9 kg/m2). Obstetricians were identified as a major source of weight stigma, accounting for 77.8% of stigmatization experienced by women, compared to stigmatization perceived from nurses (21.7%) and midwives (23.8%). Overall, weight stigma was mostly experienced in the form of dismissive or critical comments towards a woman’s figure or weight. Significantly more women with obesity indicated being blamed for weight-related risks during childbirth than their healthy-weighted peers (χ²(2) = 22.2, P < 0.001). An increase in the frequency of experienced weight stigma was related to higher odds of intrapartum CB ([aOR], 1.08; 95% CI, 1.02,1.15; P < 0.05), and it partially mediated the relationship between increased pre-pregnancy BMI and CB (b = 0.07, SE = 0.029; P < 0.05).
Conclusion
Women with obesity reported the highest proportion of weight stigmatization during childbirth, experiencing stigma more frequently than women without obesity. This increased frequency of weight stigma was associated with higher odds of CB. Raising awareness among healthcare providers and reducing potential biases and stigmatization may improve care quality and health outcomes for women with obesity.
... Among the theories that provide an analytical framework to address the presence of gender stereotypes in areas of underrepresentation, such as women in entrepreneurship in the IT field, the Stereotype Threat Theory (STT) stands out (Steele & Aronson, 1995;Steele, 1997). The activation of a stereotype can mediate the effects of the so-called Stereotype Threat. ...
The objective The aim of this study is to understand how women in higher education in Information Technology (IT) perceive the influence of gender stereotypes on their intention to undertake their field of activity. Through basic qualitative research, nine semi-structured interviews were conducted with students of the Bachelor's Degree in Information Technology (BTI) at a Brazilian federal university. As an analysis strategy, content analysis was used, in the thematic/categorical modality, with the support of the ATLAS.ti® software. The main results showed that gender stereotypes are common in the IT sector and that the insertion of women in entrepreneurship tends to be affected by this perception. As theoretical contributions, a lack of female self-representation in leadership positions in business was observed, and sexism was perceived as a social problem and a cause of the reported inequalities. The relevance of this article lies in the gap in the literature on female entrepreneurship from the perspective of gender stereotypes, especially in the IT sector. Social contributions to management consist of producing insights into the problem of female entrepreneurship in the IT sector, an area with little empirical research on the subject, which can assist in the development of public policies and initiatives that promote gender equality and the empowerment of women in this field.
... Dentre as teorias que fornecem estrutura analítica para abordar a presença dos estereótipos de gênero em áreas de subrepresentação, como é o caso das mulheres no empreendedorismo na área de TI, destaca-se a Teoria da Ameaça do Estereótipo (TAE) (Steele & Aronson, 1995;Steele, 1997). A ativação de um estereótipo pode mediar os efeitos da chamada Ameaça do Estereótipo. ...
O objetivo deste trabalho é compreender como mulheres em formação de ensino superior em Tecnologia da Informação (TI) percebem a influência do estereótipo de gênero na intenção de empreender em sua área de atuação. Por meio de pesquisa qualitativa básica, foram realizadas nove entrevistas semiestruturadas com alunas do curso de Bacharelado em Tecnologia da Informação (BTI) de uma universidade federal brasileira. Como estratégia de análise, empregou-se a análise de conteúdo, na modalidade temática/categorial, com apoio do software ATLAS.ti®. Os principais resultados evidenciaram que os estereótipos de gênero são comuns no setor de TI e que a inserção das mulheres no empreendedorismo tende a ser afetada por essa percepção. Como contribuições teóricas, observou-se uma carência da autorrepresentação feminina em posições de liderança em negócios, e o machismo foi percebido como um problema social e uma causa das desigualdades relatadas. A relevância deste artigo reside na lacuna existente na literatura sobre empreendedorismo feminino sob a ótica dos estereótipos de gênero, especialmente no ramo da TI. As contribuições sociais para a gestão consistem na produção de insights sobre a problemática do empreendedorismo feminino no setor de TI, área com pouca pesquisa empírica sobre o assunto, o que pode auxiliar no desenvolvimento de políticas públicas e iniciativas que promovam a igualdade de gênero e o empoderamento das mulheres nesse campo.
... Dentre as teorias que fornecem estrutura analítica para abordar a presença dos estereótipos de gênero em áreas de subrepresentação, como é o caso das mulheres no empreendedorismo na área de TI, destaca-se a Teoria da Ameaça do Estereótipo (TAE) (Steele & Aronson, 1995;Steele, 1997). A ativação de um estereótipo pode mediar os efeitos da chamada Ameaça do Estereótipo. ...
O objetivo deste trabalho é compreender como mulheres em formação de ensino superior em Tecnologia da Informação (TI) percebem a influência do estereótipo de gênero na intenção de empreender em sua área de atuação. Por meio de pesquisa qualitativa básica, foram realizadas nove entrevistas semiestruturadas com alunas do curso de Bacharelado em Tecnologia da Informação (BTI) de uma universidade federal brasileira. Como estratégia de análise, empregou-se a análise de conteúdo, na modalidade temática/categorial, com apoio do software ATLAS.ti®. Os principais resultados evidenciaram que os estereótipos de gênero são comuns no setor de TI e que a inserção das mulheres no empreendedorismo tende a ser afetada por essa percepção. Como contribuições teóricas, observou-se uma carência da autorrepresentação feminina em posições de liderança em negócios, e o machismo foi percebido como um problema social e uma causa das desigualdades relatadas. A relevância deste artigo reside na lacuna existente na literatura sobre empreendedorismo feminino sob a ótica dos estereótipos de gênero, especialmente no ramo da TI. As contribuições sociais para a gestão consistem na produção de insights sobre a problemática do empreendedorismo feminino no setor de TI, área com pouca pesquisa empírica sobre o assunto, o que pode auxiliar no desenvolvimento de políticas públicas e iniciativas que promovam a igualdade de gênero e o empoderamento das mulheres nesse campo.
... Assessment and evaluation practices can also perpetuate inequities. Research on stereotype threat demonstrates how the fear of confirming negative stereotypes can impair the performance of students from marginalized groups on standardized tests (Steele, 1997). Moreover, traditional assessment methods may not accurately capture the abilities of students from diverse cultural or linguistic backgrounds (Ladson-Billings, 1994). ...
This paper explores the transformative potential of artificial intelligence (AI) to democratize higher education, moving it beyond the traditional confines of privilege and exclusivity often characterized as the "Ivory Tower." It begins by examining the systemic inequalities that currently limit access to quality education, particularly for students from marginalized backgrounds and developing countries. The paper then delves into the specific ways in which AI can revolutionize various facets of higher education, including personalized learning, automated support systems, and the fostering of critical thinking and academic integrity. It further examines how AI can be leveraged to address bias in admissions, assessment, and curriculum design, promoting a more inclusive and equitable learning environment. A significant portion of the paper is dedicated to exploring the potential of AI to bridge the global education divide by reducing costs, increasing access, and addressing corruption and inefficiencies that pl
... Furthermore, societal attitudes towards mathematics, particularly gender and cultural stereotypes, can significantly impact students' mathematical identities and aspirations. Girls, for example, may internalise the belief that they are less capable than boys in mathematics, leading to lower confidence and participation in the subject (Steele, 1997). Similarly, students from marginalised backgrounds may face additional barriers to ...
This study delves into the intricate relationship between mathematical attitude and academic motivation among secondary school students, aiming to provide insights crucial for educational practitioners and policymakers. Through a descriptive cum survey method, 100 7th-grade students from Jiya Lal High School in Barauni, Bihar, were meticulously selected, ensuring diversity across genders and geographic locations. Researchers assessed students' attitudes and motivations using the Attitudes Towards Mathematics and Academic Motivation Scales. Statistical analyses revealed no significant differences based on gender or location, suggesting the influence of other factors. Moreover, the lack of correlation between mathematical attitude and academic motivation underscores their independent nature. Interaction effects of gender and location on these constructs were negligible, indicating the dominance of other variables. This study highlights the need for nuanced interventions, focusing on socioeconomic status, cultural background, and educational experiences rather than demographic factors alone. Embracing a holistic approach in educational support systems, including counselling services and culturally responsive teaching practices, is crucial for fostering positive academic attitudes and motivations among students. This research enhances educational practices and interventions tailored to diverse student populations, ultimately promoting academic success in mathematics and beyond.
... Inclusive leaders demonstrate empathy, humility, and authenticity, valuing and leveraging the diverse talents and perspectives of their team members (Gardner et al., 2012). Leaders may lessen the detrimental impacts of social identity and stereotype threat by encouraging an inclusive culture, therefore allowing team members to reach their maximum potential (Steele, 1997). One responder offered the following opinions when asked about the accountability and obligation of the senior management and leadership with regard to the D&I initiatives: ...
Diversity and inclusion are now two significant elements in today’s organizational discourse, as they affect an organization’s performance in addition to the well-being of society in general. This study article provides a comprehensive review of the literature on the topic of diversity, inclusion and organizational performance. Consequently, based on the collected data and thematic analysis of the findings from Pakistani MSMEs, this study attempted to increase the existing body of literature for businesses and in general. Primarily, it explored the constituent elements of Diversity and Inclusion and the impacts it engenders across individual, societal, and organizational levels, ultimately informing organizational outcomes. Secondly, the article also looked into the challenges and opportunities in the promotion of diversity and inclusion in corporations. Thirdly, the study suggested the need and criteria for the emergence of the inclusive business model as a strategy of development for social and economic change
... An important characteristic of contingent self-worth is that it is domain-specific (Crocker & Park, 2004). In the academic domain, contingent self-worth may initially benefit students' learning by motivating them to pursue performance goals Osborne & Jones, 2011;Steele, 1997). However, students who strongly base their self-worth on academic achievements are also more likely to engage in self-handicapping behaviors, particularly after experiencing failure or anticipating the possibility of failure Fairlamb et al., 2022;Niiya et al., 2010). ...
Despite some research showing the relation of academic contingent self-worth to academic self-handicapping, evidence for how to improve the situation is limited. To address this research gap, this experimental study (N = 560) examined whether failure mindsets moderated the association between these two variables. Participants were randomly assigned to one of the four conditions: (a) easy task, failure-is-enhancing, (b) easy task, failure-is-debilitating, (c) difficult task, failure-is-enhancing, and (d) difficult task, failure-is-debilitating conditions. The main hypotheses concerned the amount of practice (an indicator of academic self-handicapping) that the participants displayed in face of a difficult task, which suggests a high risk of failure. Results showed that among highly academically contingent students, those who were in the failure-is-enhancing condition reported less state anxiety and more task enjoyment as well as practicing more in face of anticipated failure (i.e., fewer self-handicapping behaviors) than those in the failure-is-debilitating condition. As for low contingent students, those in the failure-is-enhancing condition also practiced more when confronted with a difficult task compared with those in the failure-is-debilitating condition, whereas there were no significant differences between the failure mindset conditions for state anxiety and task enjoyment. By contrast, global self-esteem, perceived academic competence, and mindsets of intelligence did not interact with task difficulty to predict academic self-handicapping and affective responses. Taken together, these findings suggest that endorsing a failure-is-enhancing mindset may help reduce the ego threat associated with failure, thereby alleviating the problems of vulnerable self-esteem of highly contingent people.
... Establishing a nondiscriminatory and inclusive environment is vital since students are more likely to engage when they feel included and treated fairly, regardless of their backgrounds (Steele, 1997). ...
The Active Learning Approach (ALA) has been considered a significant promise in language teaching due to its potentials in developing learners’ communicative competence. To understand how this approach works in the Vietnamese tertiary context, this study aimed to explore the perspectives of second-year English majors at a university in Da Lat regarding the effectiveness of ALA and what aspects of its application that influenced their perspectives. The study utilized a mixed-method approach, including surveys, semi-structured interviews, and class observations. The findings reveal students’ positive perceptions of ALA, especially regarding the think-pair-share activity. Main factors influencing their positive perspectives included intrinsic motivation, individual traits, past experiences with ALA, and classroom dynamics. However, several challenges in applying ALA in this context need to be addressed for the approach to reach its full potential in teaching and learning English speaking skills.
... Our results complement and add knowledge from earlier research on racial identification and cognitive dissonance. Steele's (1997) study on stereotype threat, for example, lends credence to the notion that internalized negative schemas impact performance and selfperception. The psychological harm brought on by internalized racism is also highlighted in the research on racial identity in children conducted by Clark and Clark (1947). ...
Frantz Fanon’s Black Skin, White Masks (1952) presents a radical cognitive analysis of how colonialism disturbs the psyche, leading to alienation as much from one’s own identity as from others. Through the lens of psychoanalytic theory and concepts of cognitive psychology, Fanon examines how the colonized individual internalizes racial stereotypes and constructs fragmented identities in a colonial system where whiteness is the standard to which society adheres. The epidermal (or skin color)ization of inferiority, an important tenet in Fanon’s argument, helps to make sense of how certain schemas through which we process social interactions became pervasively organized around skin color, which may lead to the internalization of inferiority and a desire to mediate the experience and knowledge of one’s self-world through the lens of skin color. From a cognitive point of view, Fanon’s work examines the way perception, memory and thought processes are formed by systemic racism. Individuals who have gone through colonization find themselves constantly having to navigate a world where negative stereotypes become represented in their lived experience, where discrimination is part of the daily discourse, and their own identity becomes a dissonance in the endogenous order of whom to be as citizens. Fanon’s writings illustrate the ways that colonial subjects suture themselves together in the midst of external pressure to rehearse dominant white conventions. This cognitive perspective highlights how the impact of the colonial mindset manifests in mental health, identity formation, and social relations. Fanon’s investigation leads us to important questions concerning how these schemas which inform and are informed by cultural and historical contexts continue to perpetuate internalized racism and psychological trauma. His works continue to provide significant insights into the cognitive level of colonial oppression and its impact on post-colonial societies.
... A child's SDQ is a strong predictor of early school dropout (Putrik et al. 2024) "wise schooling": sensitive to the experiences of diverse students (Steele 1997) www.fhnw.ch/soziale-arbeit ...
Vortrag an der Tagung "Soziale Ungleichheit aufbrechen – Auftrag und Aufgaben von Schulsozialarbeit" am 5./6.12.2024, veranstaltet vom Kooperationsverbund Schulsozialarbeit
... It implies that people possessing a particular attribute are poor partners for social exchange, they may be carriers of parasitic infection or members of the outgroup (Kurzban & Leary, 2001;Neuberg et al., 2000;Park et al., 2003). Such marks or discrediting attributes are associated with stereotypes (Jones et al., 1984) and are widely shared and commonly known among members of society or culture (Steele, 1997). In an effort to understand how societies maintain a stable level of stigmatization, Charlesworth and Hatzenbuehler (2024) investigated the mechanisms through which societies uphold stigma. ...
The paper reports comparative results of six stigmatized groups' perceptions of marginalization, exclusion, ritualistic inclusion, and dehumanization (i.e. humiliation, atrocity, and exploitation). A total of 328 participants belonging to 6 different stigmatized groups rated their experiences on questionnaires developed to measure perceived economic condition and stigmatization experiences tapped through perceived exclusion-ritualistic inclusion, dehumanization, personal and social identity. Along with these, attribution, coping, self-esteem and health were also measured. The findings revealed that all the stigmatized groups significantly differed on various dimensions i.e. stigmatization, exclusion, ritualistic inclusion and dehumanization, self- esteem, identity, and health. The transgender and beggars are among the most stigmatized and vulnerable. The perceived economic condition of beggars, downtrodden, and transgender was the lowest compared to other groups in the study and they also reported poor psychological and physical health. It was observed that both the transgenders and beggars perceived higher levels of ritualistic inclusion; however, they also reported significantly higher experiences of dehumanization. The downtrodden group is among the most economically oppressed where the perceived poverty is the highest, they report greater atrocities, their psychological health and physical health condition is also inadequate. Other groups like the differently-abled (previously termed disabled) and widowed women perceived their economic condition as stable and also reported fewer issues of physical and psychological health in comparison to other groups. Their perceptions of exclusion were comparable to the downtrodden and differently-abled, with lowest mean values for ritualistic inclusion. With respect to the dimensions of dehumanization, the disabled, leprosy patients, and widows perceived the least humiliation, atrocity and exploitation. Individually each group presents unique variations. The study highlights the issue of stigmatization and its implications for health and well-being.
... This, in turn, could help create recommendations for job interviews or oral examinations, showing whether such events should be conducted in the L2 context so as to avoid the activation of gender stereotypes in a recruiter/examiner. Specifically, in highly stereotypical situations (e.g., job interviews), the bilingual context might become a favorable communication form in order to mitigate stereotype threat (i.e., being at risk of confirming a negative stereotype about one's social group; Steele, 1997) individuals commonly face. The L2 context may reduce the risk of a candidate/student susceptibility to such a threat, which is known to significantly impair cognitive abilities and performance in one's L1 (von Hippel et al., 2015). ...
Little is known about the interplay between the language of operation and gender stereotype processing. In this study, Polish–English (L1–L2) male and female bilinguals made meaningfulness judgments on L1 and L2 stereotypically congruent and incongruent as well as semantically correct and incorrect sentences. The results showed gender- and language-dependent modulations by sentence type within the N400 and Late Positive Complex (LPC) time frames. In females, semantically correct sentences converged with stereotypically congruent and incongruent conditions in both languages, indicating a deep-rooted internalization of gender stereotype-laden content. Conversely, males displayed a heightened gender-stereotypical bias only in L1. In L2, they exhibited a reduced sensitivity to gender stereotypes, whereby semantically incorrect sentences converged with both stereotypically congruent and incongruent conditions in the N400 time window and with stereotypically incongruent sentences in the LPC time frame. Altogether, the study extends the foreign language effect to the context of bilingual gender stereotype processing.
... Therefore, men and women in gender-atypical majors are often expected by their social environment to be less competent than students of the opposite sex in the same major, and their chosen major is judged as not sexappropriate. As a consequence, students in gender-atypical majors face stereotype threat, the fear of confirming negative stereotypes of a lack of skills in gender-atypical fields (Steele 1997). Evidence suggested that gender beliefs and stereotype threat are connected to the gender composition of a student's major. ...
In most industrialized countries, the choice of college majors is segregated by gender. Few students enroll in gender-atypical majors. Previous studies suggested that some attrition risks are associated with the gender composition of majors. In this paper, I investigated whether students in gender-atypical majors are more likely to leave the major by dropping out or switching to a different major with more same-sex students than those majoring in gender-typical subjects. Furthermore, I hypothesized that the relation between gender composition and non-completion risks is partially mediated by two social processes, namely poor social integration and disapproval of the major from parents and friends. Using data from undergraduate students from the German National Educational Panel Study, I conducted discrete-time survival analyses and a KHB decomposition. I found that both men and women in gender-atypical majors have a higher risk of switching to a major with a higher percentage of same-sex students than students in gender-typical majors. Women in gender-atypical majors also have a higher dropout risk. Poor social integration and disapproval of the major by parents and friends increase the switching risk and, in the case of social integration, also the dropout risk for all students. However, these two aspects cannot explain the higher attrition risk for students in gender-atypical majors, with one exception. Only for women in gender-atypical majors, lower approval of the major by friends partly mediates the association between the gender composition of the major and the risk of switching to a more female-dominated major.
... Research on ST has examined a wide range of stereotypes, including those related to race [5], overweight [6,7], age [8], and gender [9][10][11][12][13][14]. Many early studies focused on the cognitive domain [15][16][17][18], such as math tests [19] and spatial tasks [20], before expanding to the motor domain [21][22][23][24][25][26], including tasks such as driving performance [27] and various sports [28]. ...
Background
Over the past few years, the sport psychology literature has established that gender stereotype threat (ST) is one of the factors that can impair girls’ performance. However, few studies have attempted to annihilate these negative effects. The purpose of the current study was to investigate whether questioning gender ST can mitigate the classical decline in girls’ standing long jump (SLJ) performance.
Methods
The participants were 120 girls (Mage = 10.74 ± 0.85 years), selected through convenience sampling and randomly assigned to three groups: the gender ST group (n = 40), the questioning group (n = 40), and the control group (n = 40). For all groups, baseline performance (i.e., SLJ) was measured by a female researcher following a warm-up period. In the experimental phase, the control group repeated the baseline conditions; the gender ST group completed the same test but was evaluated by a male examiner (i.e., implicit stereotype induction), while participants in the questioning group were assessed after receiving questioning statements while performing the task in front of a male examiner.
Results
The results of the present study showed that the induction of a gender ST leads to a decrease in SLJ in girls. Additionally, if these inducing conditions of gender ST are accompanied by a questioning condition, the negative effects of gender ST can be reduced, and SLJ in girls does not decline.
Conclusion
Based on our findings, this intervention is recommended as a simple, inexpensive, and quick solution for mitigating the negative effects of gender ST on girl’s motor performance.
... Consequently, temporary workers facing identity threat may opt to prematurely terminate their assignment as a means of curtailing their ongoing resource consumption. Moreover, because identity threat diminishes workers' commitment and attachment to multi-employment organizations (Hall, Schmader, and Croft 2015;Steele 1997), individuals may employ the coping strategy of leaving the current work environment (Niederle and Vesterlund 2007;Petriglieri 2011). Thus, we predict temporary workers' identity threat at work positively relates to their turnover intention. ...
This study aims to advance current understanding concerning situational cues that trigger identity threat at the workplace among temporary workers and associated effects on their integration outcomes in the flexible employment scenario. We used the social identity threat theory to empirically investigate the impact of the extent to which regular employees' job conditions are superior to those of temporary workers on these workers' outcomes, through the identity threat. In addition, we examined the moderating role of organizations' social integration practices. We conducted two empirical studies involving technical temporary workers in Chinese companies, in which we used polynomial regression analyses and response surface modeling. In Study 1, using a two-wave time-lagged design, we analyzed data from 480 temporary workers, and in Study 2, using a three-wave time-lagged multi-source dyadic design, we analyzed matching data from 371 temporary workers and 64 supervisors. Our findings indicate that the extent to which regular employees' job conditions surpass those of temporary workers is positively associated with identity threat among the latter, increasing their turnover intention and undermining their job performance. Moreover, temporary work-ers' perceptions of their organizations' social integration practices weaken the effects of the extent to which regular employees' job conditions surpass those of temporary workers. Thus, this study contributes to related literature on social identity threat and temporary workers, and to practice, by offering offers insightful implications for managers to effectively manage this threat.
... Schemata are culturally shared and are applied more under circumstances of ambiguity (including lack of information), stress from competing tasks (e.g., job and family responsibilities), and time pressures. Both men and women hold them about gender; white people and people of color hold them about race/ethnicity; and, most importantly, people are often not aware of them (Fiske, 2002;Steele, 1997). A significant strength of gender cognitive schemata is their understanding of the maintenance and power of gender beliefs. ...
Issues of gender, leadership, and values have occupied the minds of researchers in educational administration and leadership for decades. Breakthroughs in neuroscience and neuroepigenetics have produced numerous insights into the complex operations and influences in the human brain between men and women. Taking into account some of these differences, in this chapter, I will revisit the literature on leadership, gender, and values with a two-fold purpose: one, to review understandings that have accumulated, and two, to add a new perspective for re-examining these understandings. At first, I review existing theories of gender, leadership, and values, paying attention to the different modes of operation between men and women to recapture the conclusions these lines of research have produced. Then, I turn my attention to recent findings from neuroscience and neuroepigenetics as a new lens through which these reported differences can be illuminated. My thesis in this conceptual paper is to raise awareness of this emerging line of research and its potential to shed more light into the neural dark of our conceptions about gender and women’s ways of leading in education with significant implications for educators and educational leaders.
... Stereotype threat is the anxiety experienced by individuals for fear of confirming negative stereotypes about their own social group (Steele, 1997). Gender stereotypes are widespread beliefs that define the roles and behavioral patterns that society attributes to men and women. ...
Matematiğe yönelik olumsuz deneyimlerin arkasında yatan önemli nedenlerden birisi de matematik kaygısıdır. Matematik gibi bilimsel alanlarda kadın ve erkeklerin başarısını etkileyen temel faktörler arasında matematik kaygısı ve performansı önemli bir yer tutmaktadır. Yüksek matematik kaygısı ve düşük matematik performansının kökeninde ise toplumsal cinsiyet kalıp yargılarının önemli bir rol oynadığı bilinmektedir. Bu makalede, toplumsal cinsiyet kalıp yargılarının matematik performansı üzerindeki etkileri, matematik kaygısının cinsiyet farklılıkları ile ilişkisi ele alınmıştır. Sonuç olarak, toplumsal cinsiyet kalıp yargılarının gelişmesinde görünür (ebeveyn ve öğretmen davranışları gibi) ve görünür olmayan (medya ve ders kitapları gibi) birçok değişkenin etki yaptığı görülmektedir. Eğitimciler, ebeveynler, medya ve politikacılar, toplumsal kalıp yargı tehditlerine yönelik farkındalığı artırmak ve matematiğe yönelik cinsiyet kalıp yargılarını kırmak için birlikte çalışmalıdır.
... 2010;Fiske i in. 2002;Greenwald, Banaji 1995;Steele 1997;Tajfel, Turner 1979. Powszechnie istniej ce stereotypy na temat osób z g bok niepe nosprawnoci intelektualn oparte s na braku wiedzy i nierozumieniu specyfiki funkcjonowania tej grupy osób (Scior, Werner 2015;Wehmeyer 2013). ...
W Polsce obserwujemy narastającą tendencję do wprowadzania coraz to nowszych koncepcji i wynikających z nich definicji rozumienia niepełnosprawności intelektualnej. Jest to zmiana idąca w dobrym kierunku. Jednakże zauważamy również pewne ryzyka, które wynikają bardzo często z braku uwzględnienia w tym procesie wdrażania specyficznych dla naszego kraju uwarunkowań kulturowych, społecznych i ekonomicznych. Ryzyka, które zauważamy, mogą skutkować niemożnością wdrożenia danego rozwiązania implementacji lub z czasem okazać się działaniem nieefektywnym. Ponieważ, jeśli dane rozwiązania w jakimś kraju są skuteczne, to uwzględniając wymienione przez nas uwarunkowania, u nas mogą być mniej lub bardziej nietrafione. W szczególności dotyczy to rozwiązań dla osób z niepełnosprawnością intelektualną w stopniu głębokim, które są „mniejszością w mniejszości”. W artykule skupimy się na specyfice i złożoności głębokiej niepełnosprawności intelektualnej i podejmiemy próbę analizy danego pojęcia w kontekście zmian definicyjnych z ostatnich kilkudziesięciu lat w klasyfikacjach w Polsce i na świecie.
... This construct suggests that people usually react in a way that the stereotype suggests that they will act. This phenomenon applies to different races, ethnicities, and genders (Jones & Myhill, 2004;Steele, 1997). ...
This article introduces the concept of effectivity, which is the power to be effective or to achieve a certain effect to accomplish one’s goals, in this case, desired school or life achievement. Giftedness would be better defined and developed in terms of effectivity than in terms of various concepts of ability. The concept of effectivity hinges on the idea that what determines, or what influences achievement, includes cognitive ability, but only as a small part of the total picture. Gifted “underachievement” as well as “overachievement” disappear when one understands giftedness in terms of effectivity.
Discrimination and racism are factors identified in previous studies, but there is little research on the experiences of Black women in counseling programs in the U.S. This qualitative, phenomenological study examined the experiences of racial microaggressions at a Southern university of Black female counseling graduate students. The study recruited five women through purposive sampling. Themes revealed the impact of racial microaggressions on the individual participants, as well as illuminated the greater impact of racial microaggressions upon campus climate. Findings suggest training opportunities and mentor programs for counselor educators and students would improve campus experiences for Black female graduate counseling students. The authors conclude by discussing the implications of these findings through the lens of the current socio-cultural context.
Current work suggests that basic psychological needs are related to higher intrinsic motivation, which in turn, can promote more positive academic outcomes. However, few studies have examined how perceptions around one’s abilities in science, engineering, technology, and math (STEM) are related to intrinsic motivation and what role needs satisfaction plays in this association. This study assessed adolescents’ (N = 285, 56.1% female, Mage = 15.76 years, SD = 1.24) STEM ability perceptions, basic needs satisfaction, and intrinsic motivation. A path analysis was used to examine the association between STEM ability perceptions, basic needs satisfaction, and intrinsic motivation in adolescents. Inclusive perceptions of the STEM abilities of historically underrepresented groups (i.e., girls and minoritized ethnicities) were positively associated with basic needs satisfaction and basic needs satisfaction was positively associated with intrinsic motivation. There was also a positive indirect effect from inclusive perceptions of STEM abilities to intrinsic motivation through basic needs satisfaction. These findings suggest that schools should focus on promoting inclusive perceptions in order to bolster adolescents’ basic needs satisfaction, which could have carry-on effects on intrinsic motivation.
Stereotype threat refers to the concern of being judged based on stereotypes about one’s social group. This preregistered meta-analysis examines the correlates of stereotype threat in the workplace ( k = 61 independent samples, N = 40,134). Results showed that stereotype threat was positively related to exhaustion, identity separation, negative affect, turnover intentions, and behavioral coping, and negatively related to career aspirations, job satisfaction, organizational commitment, job engagement, job performance, positive affect, self-efficacy, and work authenticity. In addition, moderator analyses for constructs represented in at least k = 10 samples in the focal analyses showed that relations did not differ for measures of stereotype threat and stigma consciousness. However, the negative relationships between stereotype threat and career aspirations, job satisfaction, and job engagement were stronger for older employees compared with female employees as the stereotyped group. Overall, the findings suggest that stereotype threat constitutes an important stressor in the workplace.
Building from established literature and his research, Milner introduces a framework for designing consequential research. The framework is constructed to help researchers design, identify, and assess research as potentially consequential. In particular, the framework is developed for researchers to intentionally include essential elements that might lead to consequentiality: research worth conducting because it identifies problem spaces with an explicit aim to solve, address, and improve them. Six interrelated principles shape the framework in designing consequential research: (a) understand and connect history, (b) respond to and advance knowledge base, (c) amplify researcher positionality, (d) reject essentializing and polarization, (e) prioritize voices of those most marginalized, and (f) consider multiple dissemination outlets.
The COVID-19 pandemic provided an opportunity to better understand the transition from secondary school to higher education regarding students’ assessment and written-exam experiences. We used mixed methods to investigate students’ experiences of first-year university physics exams and cancelled secondary school exams, regarding their motivational beliefs (regarding themes such as self-efficacy and test anxiety) and sense of belonging. Questionnaire findings from 78 physics students suggest those who felt more negatively impacted by cancelled school exams felt less prepared, less self-efficacious, and more anxious in their university exams than students who felt more positively impacted. Follow-up focus groups with five students revealed they felt out of practice sitting high-stakes university exams and unprepared for the new open-book format, contributing to their test anxiety. Cancelled school exams also provided short-term relief, but belongingness uncertainty; students felt unable to prove themselves and questioned whether they had earned their place in higher education. Our findings suggest that the exam experience is central to both creating a sense of belonging for students and building mastery experiences in terms of self-efficacy and test anxiety.
Based on in-depth interviews with female cadets, this article explores what it is like to be a young military woman in the 2020s. Focusing on the Swedish Armed Forces this study takes its point of departure in minority group processes examined from a gender perspective. How do young military women navigate challenges specific to their gendered positionalities, and to what extent are coping strategies needed in this male-dominated environment? The article concludes that despite an increased focus on gender equality and a more welcoming attitude to military women, persistent norms of masculinity remain challenging for women in military settings. At the same time, young military women may have found new ways of navigating the burden of visibility that women in minority often struggle with. For example, while gendered performance pressure remains a reality, strategies of disassociating oneself from other women, in line with previous theorising, do not appear to be a dominant coping strategy. This generation of women entered the military under different circumstances than those who paved the way. The reassurance of being strategically prioritised may have inspired new ways of navigating a fear of visibility, in contrast with previous generations who often rejected the idea of female networks within the organisation. Young military women of today might therefore be more inclined to fight structural challenges. Given the gendered challenges military women still face, it remains to be seen whether these forms of gendered empowerment will be enough to retain them.
This study aimed to thoroughly examine and analyse the existing literature on inclusive leadership (IL), a leadership paradigm that addresses the fulfilment of employees’ needs for relatedness, distinctiveness, and competence. By employing an integrative review, we constructed a conceptual framework for IL. Additionally, we employed bibliometric methods, such as co-citation and co-occurrence techniques, to trace themes within IL literature. Utilising the VOSviewer tool, we reviewed 194 articles to visually map the landscape of IL research. We traced the evolution of IL research, illuminated the IL field’s development, and established the trends in IL research. We explored the theoretical underpinnings of IL studies to contextualise the literature’s development trajectory. We found that reciprocity and collective social identity are the cornerstones of IL literature. This review highlighted IL’s critical role as a unique leadership approach tailored to contemporary organisational contexts and flexible work environments. In conclusion, the integrative and bibliometric review’s findings underscore key areas for future research and offer implications for the continued growth of IL.
Ce chapitre aborde le changement des attitudes au travers de la persuasion, ainsi que la résistance à la persuasion. Il vise à fournir une compréhension des dynamique de changement des attitudes et des comportements, notamment par (1) l'exploration de la relation entre attitude et comportement (2) la présentation du paradigme de la soumission librement consentie (3) l'examen de la théorie de la dissonance cognitive (4) la présentation des principales théories et modèles d'interventions psychosociales (5) la présentation des effets de diverses techniques d'inductions comportementale, des nudges, de la communication numérique, des normes sociales sur les comportements
Ce chapitre aborde: (1) une explication de ce qu'est l'attitude, son origine, les méthodes pour la mesurer (2) une présentation des théories et modèles de la persuasion (3) un questionnement sur la durabilité des changements d'attitude (4) une exploration de la résistance à la persuasion, à la désinformation, au changement (5) une mise en perspective des nouvelles recherches liées au développement de la communication numérique et virtuelle
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