CAREER: Women in the Math and Sciences: Counteracting the Impact of Negative Group Stereotypes on Performance

刻板印象威胁发生在当意识到一个消极的群体刻板印象在一个特定的领域降低了质量的表现，由群体成员。目前的工作（a）审查陈规定型观念威胁如何损害妇女？的数学表现和表达的数学熟练程度的教育情况和（B）采用实验室和教育为基础的干预措施，以减轻负面的群体刻板印象的有害影响。只有了解刻板印象威胁如何损害绩效，才能设计训练方案和绩效策略来改善其影响。目前的研究建立在早期工作的基础上，这些工作表明刻板印象威胁会影响困难的学业任务的表现（例如，数学）通过引发与情境相关的担忧来消耗工作记忆（WM）。本项目的第一组研究探讨了为什么WM受损时数学成绩会发生变化，特别是当WM受限时，问题解决策略是如何改变的。第二组研究试图从开始通过减少ST相关的担忧和改变ST情况的观点来防止WM限制。这项工作借鉴了探索个人如何调节不想要的情绪的文献（例如，恐惧/厌恶），并测试这些相同的情绪调节策略如何成功地应用于ST。

Stereotype threat occurs when awareness of a negative group stereotype in a particular domain reduces the quality of performance exhibited by group members. The current work (a) examines how stereotype threat undermines women?s math performance and expression of math proficiency in education situations and (b) employs laboratory and education-based interventions to alleviate the deleterious impact of negative group stereotypes. Only by understanding how stereotype threat hurts performance can training regimens and performance strategies be designed to ameliorate its impact. The current studies build on earlier work suggesting that stereotype threat affects performance on difficult academic tasks (e.g., math) by inducing situation-related worries that consume working memory (WM). The first set of studies in the present project investigate why math performance changes when WM is impaired, specifically examining how problem solving strategies are altered when WM is limited. The second set of studies attempt to prevent WM limitations to begin with by reducing ST-related worries and altering views of the ST situation. The work draws on literatures exploring how individuals regulate unwanted emotions (e.g., fear/disgust) and tests how these same emotion regulation strategies can be successfully applied to ST.