Professors Who Signal a Fixed Mindset About Ability Undermine Women's Performance in STEM
Professors Who Signal a Fixed Mindset About Ability Undermine Women's Performance in STEM
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DOI：
10.1177/19485506211030398
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发表时间：
2021-08-16
影响因子：
5.7
通讯作者：
Murphy, Mary C.
中科院分区：
文献类型：
--
作者：
Canning, Elizabeth A.;Ozier, Elise;Murphy, Mary C.
两项研究调查了科学、技术、工程和数学(STEM)教授的固定心态--认为智力是固定不变的--可能会引发刻板印象威胁，并破坏女性的表现。在一项实验中(N=217)，我们在一个课程大纲内操纵了教授们的思维定势(固定与成长)。虽然男性和女性都认为固定心态的教授会支持更多的性别刻板印象，并预期会在课程中感觉到更少的归属感，但女性报告的这些影响比男性更多。然而，只有对女性来说，这种威胁才会削弱表现。在一项为期两年的纵向实地研究中(884名学生注册了46门STEM课程)，认为教授支持固定(而不是增长)思维的学生认为教授会支持更多的性别刻板印象，并在这些课程中体验到更少的归属感。然而，只有女性在这些课程中的成绩受到影响。总而言之，这些研究表明，教授的固定心态可能会在STEM课程中引发女性的刻板印象威胁。
Two studies investigate how science, technology, engineering, and math (STEM) professors' fixed mindsets-the belief that intelligence is fixed and unchangeable-may induce stereotype threat and undermine women's performance. In an experiment (N = 217), we manipulated professors' mindset beliefs (fixed vs. growth) within a course syllabus. While both men and women perceived the fixed mindset professor to endorse more gender stereotypes and anticipated feeling less belonging in the course, women reported these effects more than men. However, only for women did this threat undermine performance. In a 2-year longitudinal field study (884 students enrolled in 46 STEM courses), students who perceived their professor to endorse a fixed (vs. growth) mindset thought the professor would endorse more gender stereotypes and experienced less belonging in those courses. However, only women's grades in those courses suffered as a result. Together, these studies demonstrate that professors' fixed mindset beliefs may trigger stereotype threat among women in STEM courses.