Wise psychological interventions to improve gender and racial equality in STEM
Wise psychological interventions to improve gender and racial equality in STEM
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DOI：
10.1177/1368430218767034
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发表时间：
2018-08-01
影响因子：
4.4
通讯作者：
Flammang, Brian J.
中科院分区：
文献类型：
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作者：
Casad, Bettina J.;Oyler, Danielle L.;Flammang, Brian J.
女性和少数族裔在科学、技术、工程和数学（STEM）领域的代表性不足。这篇综述描述了六种明智的心理干预措施，通过解决阻碍成就的心理过程，可以改善STEM教育中的性别和种族平等。这些干预措施简短、成本低且有效，因为它们针对的是导致STEM教育不感兴趣、脱离参与和表现不佳的特定心理过程。促进成长心态的干预措施解决了能力和信心的需求。公共目标干预将STEM描述为实现公共价值观。效用价值干预强调了STEM教育在学生生活和职业生涯中的有用性和价值。价值观肯定干预可以通过重申个人价值观来缓冲社会认同威胁的负面影响。归属干预可以通过促进与STEM社区的个人联系来增强STEM的归属感和认同感。榜样可以在STEM中代表性不足的群体中灌输归属感和身份兼容性。教育工作者、研究人员和政策制定者可以通过倡导明智的心理干预来促进STEM教育和职业发展。
Women and racial minorities are underrepresented in science, technology, engineering, and math (STEM) fields. This review describes six wise psychological interventions that can improve gender and race equality in STEM education by addressing psychological processes that inhibit achievement. The interventions are brief, low cost, and effective because they target specific psychological processes that cause disinterest, disengagement, and poor performance in STEM education. Interventions promoting a growth mindset address needs for competence and confidence. Communal goal interventions portray STEM as fulfilling communal values. Utility-value interventions highlight the usefulness and value of STEM education in students' lives and careers. Values-affirmation interventions can buffer negative effects of social identity threat by reaffirming one's personal values. Belonging interventions can bolster sense of belonging and identity in STEM by fostering a personal connection with the STEM community. Role models can instill a sense of belonging and identity compatibility in underrepresented groups in STEM. Educators, researchers, and policy makers can promote STEM education and careers by advocating for wise psychological interventions.