'Speaking Truth' Protects Underrepresented Minorities' Intellectual Performance and Safety in STEM
'Speaking Truth' Protects Underrepresented Minorities' Intellectual Performance and Safety in STEM
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DOI：
10.3390/educsci7020065
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发表时间：
2017-06-01
影响因子：
3
通讯作者：
Estrada, Mica
中科院分区：
文献类型：
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作者：
Ben-Zeev, Avi;Paluy, Yula;Estrada, Mica
我们提供并测试一项简短的社会心理干预措施，即“向 EmPower 说出真相”(STEP)，旨在保护代表性不足的少数群体 (URM) 在科学、技术、工程和数学 (STEM) 方面的智力表现和安全。 STEP 采用“知识即力量”的方法：(a) 提供关于刻板印象威胁（即一种社会背景现象，与表现不佳和提前退出有关）的教程；(b) 鼓励 URM 使用生活经验来制定有准备的应对策略。参与者是 670 名 STEM 本科生 [URM（黑人/非裔美国人和拉丁裔/o）和非 URM（白人/欧洲裔美国人和亚洲人/亚裔美国人）]。 STEP 保护了 URM 的抽象推理和班级成绩（根据平均绩点 [GPA] 进行调整），并减少了 URM 对确认民族/种族刻板印象的担忧。 STEP 的双管齐下的方法——阐明结构性“主义”的影响，同时利用 URM 的现有资产——显示出增加 STEM 多元化和公平性的希望。
We offer and test a brief psychosocial intervention, Speaking Truth to EmPower (STEP), designed to protect underrepresented minorities' (URMs) intellectual performance and safety in science, technology, engineering, and math (STEM). STEP takes a 'knowledge as power' approach by: (a) providing a tutorial on stereotype threat (i.e., a social contextual phenomenon, implicated in underperformance and early exit) and (b) encouraging URMs to use lived experiences for generating be-prepared coping strategies. Participants were 670 STEM undergraduates [URMs (Black/African American and Latina/o) and non-URMs (White/European American and Asian/Asian American)]. STEP protected URMs' abstract reasoning and class grades (adjusted for grade point average [GPA]) as well as decreased URMs' worries about confirming ethnic/racial stereotypes. STEP's two-pronged approach-explicating the effects of structural 'isms' while harnessing URMs' existing assets-shows promise in increasing diversification and equity in STEM.