Implicit ingroup biases and performance under threat: Do successful counterstereotypic exemplars help or harm?

Anna Woodcock, Purdue University

Abstract

Women are chronically underrepresented in the vast majority of science, technology, engineering and mathematics (STEM) fields (Hill, Corbett, & St. Rose, 2010). An assumption implicit in the march toward equality is that exposure to successful female role models or counterstereotypic exemplars in STEM will have positive outcomes for women in the STEM pipeline. Empirical support for this assumption, however, is mixed. The hypothesis that role models are construed as threatening in some circumstances was tested across three laboratory experiments with female undergraduate STEM majors. In Experiment 1 repeated exposure to successful female role models increased math-gender stereotype activation, which in turn decreased math performance under stereotype threatening conditions. QUAD modeling revealed that the increase in math-gender stereotyping was associated with activation of humanities = females, rather than math = men associations. In Experiment 2, the competence of the role models was manipulated by presenting them as either superstars or average students who overcame struggles. Both were perceived as inspirational, but had a detrimental effect on implicit math-gender stereotype activation and implicit math identity. Experiment 3 tested strategies to mitigate the negative effects of exposure to counterstereotypic exemplars, including self-affirmation and priming the future self. Self-affirmation had a positive effect on implicit ingroup biases and math performance, but priming the future self decreased math performance under threat. These findings are discussed in terms of processes underlying stereotype threat, social identity, and the efficacy of exposing ability stereotyped minorities to exemplary models.

Degree

Ph.D.

Advisors

Graziano, Purdue University.

Subject Area

Social psychology|Psychology|Quantitative psychology

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