Mary C Murphy’s scientific contributions

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Publications (3)


Supplementary Materials for "Messages about Brilliance Undermine Women's Interest in Educational and Professional Opportunities"
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January 2018

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95 Reads

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Sarah-Jane Leslie

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Mary C Murphy

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Figure 8. Men's and women's interest in Experiment 6, by fixed-brilliance vs. malleablebrilliance condition. The p values were derived from tests of the simple effects of condition within gender. Cohen's ds are provided as a measure of effect size. Error bars represent ± 1 SE. 
Messages about Brilliance Undermine Women's Interest in Educational and Professional Opportunities

November 2017

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2,350 Reads

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152 Citations

Journal of Experimental Social Psychology

Pervasive cultural stereotypes associate brilliance with men, not women. Given these stereotypes, messages suggesting that a career requires brilliance may undermine women’s interest. Consistent with this hypothesis, linking success to brilliance lowered women’s (but not men’s) interest in a range of educational and professional opportunities introduced via hypothetical scenarios (Experiments 1–4). It also led women more than men to expect that they would feel anxious and would not belong (Experiments 2–5). These gender differences were explained in part by women’s perception that they are different from the typical person in these contexts (Experiments 5 and 6). In sum, the present research reveals that certain messages—in particular, those suggesting that brilliance is essential to success—may contribute to the gender gaps that are present in many fields.

Citations (1)


... Notably, recent work has become more neutral regarding the nature of the abilities referenced by FABs (e.g., Bian et al., 2018), tried to take into account the different levels of specificity (i.e., intelligence or domain-specific abilities; Asbury et al., 2023), and explicitly developed new items to measure exclusively the non-overlapping aspects of the constructs (Limeri et al., 2023). But even with FAB items and fixed mindset items carefully constructed to be independent, they correlated signifi-cantly and showed the same bivariate correlation pattern with other constructs (e.g., negative relations with sense of belonging, mastery-approach goals, intent to persist; positive relations with evaluative concerns, performance-avoidance goals, self-handicapping; Limeri et al., 2023). ...

Reference:

Detrimental effects of instructors’ fixed mindsets on students’ anticipated motivation and emotions in secondary and higher education
Messages about Brilliance Undermine Women's Interest in Educational and Professional Opportunities

Journal of Experimental Social Psychology