Collaborative research GSE/RES: A cultural-psychological analysis of gender discrimination (and privilege) in STEM fields

合作研究 GSE/RES：STEM 领域性别歧视（和特权）的文化心理分析

• 批准号: 0936722
• 负责人: Laurie O'Brien
• 金额: $ 32.6万
• 依托单位: Tulane University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-11-01 至 2013-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0936722&HistoricalAwards=false
• 关键词: Collaborative; research; GSE; RES; cultural

Intellectual Merit: This project uses a cultural-psychological approach to examine the processes that create and maintain the gender gap in science, technology, engineering, and mathematics (STEM). This study examines how the male-gendered construction of STEM creates environments that put women at risk for social identity threat, which harms their performance, motivation, and identification with STEM fields. For men, the masculinization of STEM leads to social identity privilege, which can improve their outcomes. This research tests three hypotheses. The amplification hypothesis proposes that the impact of social identity threat will be greater in more masculinized STEM fields relative to less masculinized STEM fields. This is tested through a manipulation of social identity threat by exposing participants to an allegedly sexist instructor (Study 1), a sexist joke (Study 2), or body objectifying photos (Study 3). The cultural grounding hypothesis proposes that the masculinization of STEM and the resultant gender gap varies across cultural contexts. This hypothesis is tested by examining the magnitude of the amplification effects across universities (Studies 1 - 3). The consciousness-raising hypothesis proposes that increased consciousness of sexism as a source of the STEM gender gap protects women's outcomes in STEM fields. Studies 1 - 3 test this hypothesis by examining whether individual differences in critical consciousness are a source of resilience for women exposed to social identity threatening cues in a STEM domain. Study 4 tests this hypothesis by examining whether a consciousness-raising intervention has long term impacts on academic outcomes among women majoring in STEM. STEM majors at the University of Kansas, Tulane University, and Xavier University are participating in this research.Broader Impact: This research promotes teaching, training, and learning at the PIs' institutions through the creation of research teams of undergraduate and graduate research assistants. Students will have the opportunity to assist in data collection, data analysis, and will be given opportunities to serve as co-authors on conference presentations and publications when appropriate. The project broadens the participation of underrepresented groups in science by including Xavier students as both research participants and as members of the research team. Providing opportunities for Xavier students to work as research assistants contributes to the development of ethnic minority scientists. The results of this research will be communicated to STEM majors at the participating institutions, STEM educators, and the scientific community. The research has the potential to benefit society more broadly by identifying factors that make women vulnerable and resilient in STEM contexts. The approach will integrate research and education by using the results of the research to develop an educational intervention to increase women?s performance and participation in STEM fields. The research findings and integrative approach ultimately contribute to more effective scientific institutions.

智力优势：该项目采用文化心理学方法来研究在科学、技术、工程和数学 (STEM) 领域造成和维持性别差距的过程。本研究探讨了 STEM 的男性性别结构如何创造了使女性面临社会身份威胁风险的环境，从而损害了她们的表现、动机和对 STEM 领域的认同。对于男性来说，STEM 的男性化会带来社会身份特权，从而改善他们的成果。这项研究检验了三个假设。放大假说认为，相对于男性化程度较低的 STEM 领域，社会身份威胁的影响在男性化程度较高的 STEM 领域会更大。这是通过操纵社会身份威胁来测试的，方法是让参与者接触涉嫌性别歧视的教练（研究 1）、性别歧视笑话（研究 2）或身体客观化照片（研究 3）。文化基础假说认为，STEM 的男性化以及由此产生的性别差距因文化背景而异。通过检查各大学放大效应的大小来检验这一假设（研究 1 - 3）。意识提升假说认为，性别歧视是 STEM 性别差距的根源，性别歧视意识的增强可以保护女性在 STEM 领域的成果。研究 1 - 3 通过检验批判意识的个体差异是否是 STEM 领域中暴露于社会身份威胁线索的女性的复原力来源来检验这一假设。研究 4 通过检验提高意识的干预措施是否对 STEM 主修女性的学业成绩产生长期影响来检验这一假设。堪萨斯大学、杜兰大学和泽维尔大学的 STEM 专业学生参与了这项研究。更广泛的影响：这项研究通过创建由本科生和研究生研究助理组成的研究团队，促进了 PI 机构的教学、培训和学习。学生将有机会协助数据收集、数据分析，并有机会在适当的时候担任会议演讲和出版物的合著者。该项目通过将泽维尔学生纳入研究参与者和研究团队成员，扩大了科学领域代表性不足群体的参与。为泽维尔学生提供担任研究助理的机会有助于少数族裔科学家的发展。这项研究的结果将传达给参与机构的 STEM 专业学生、STEM 教育工作者和科学界。该研究通过确定导致女性在 STEM 背景下脆弱和有弹性的因素，有可能更广泛地造福社会。该方法将利用研究结果制定教育干预措施，以提高女性在 STEM 领域的表现和参与，从而将研究和教育结合起来。研究成果和综合方法最终有助于建立更有效的科学机构。