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: 0936718
• 负责人: Glenn Adams
• 金额: $ 16.6万
• 依托单位: University of Kansas Center for Research Inc
• 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=0936718&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）中创造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环境，使女性面临社会身份威胁的风险，这会损害她们的表现，动机和对STEM领域的认同。对男性来说，STEM的男性化导致了社会身份特权，这可以改善他们的结果。本研究验证了三个假设。放大假说提出，社会身份威胁的影响将更大，在更多的男性化的STEM领域相对于较少的男性化的STEM领域。这是通过操纵社会身份的威胁，暴露给参与者一个所谓的性别歧视的教练（研究1），性别歧视的笑话（研究2），或身体物化的照片（研究3）。文化基础假说提出，STEM的男性化和由此产生的性别差距在不同的文化背景下有所不同。这一假设是通过检查跨大学的放大效应的大小进行测试（研究1？3）。提高意识假说提出，提高对性别歧视的认识是STEM性别差距的一个来源，这可以保护妇女在STEM领域的成果。研究1？3通过检查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弹性来源来验证这一假设。研究4通过检查提高意识的干预措施是否对STEM专业的女性的学术成果产生长期影响来验证这一假设。堪萨斯大学、杜兰大学和泽维尔大学的STEM专业学生都参与了这项研究。更广泛的影响：这项研究促进了PI的教学、培训和学习？通过建立本科生和研究生研究助理的研究团队，为各机构提供支持。学生将有机会协助数据收集，数据分析，并将有机会在适当的时候担任会议演讲和出版物的共同作者。该项目扩大了科学代表性不足的群体的参与，包括泽维尔学生作为研究参与者和研究团队的成员。为泽维尔学生提供机会，作为研究助理工作有助于少数民族科学家的发展。这项研究的结果将传达给参与机构，STEM教育工作者和科学界的STEM专业。这项研究有可能通过确定使妇女在STEM背景下脆弱和有弹性的因素，更广泛地造福社会。该方法将把研究和教育结合起来，利用研究结果制定教育干预措施，以增加妇女的就业机会。的表现和参与STEM领域。研究结果和综合方法最终有助于提高科学机构的效率。