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

刻板印象威胁发生时，消极的群体刻板印象的意识在一个特定的领域降低了团队成员的表现质量。目前的工作(a)研究了刻板印象威胁是如何损害女性的？(b)采用实验室和基于教育的干预措施来减轻消极群体刻板印象的有害影响。只有了解刻板印象威胁是如何影响绩效的，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研究的基础上，表明刻板印象威胁通过诱导消耗工作记忆（WM）的情境相关担忧，影响在困难的学术任务（如数学）中的表现。本项目的第一组研究调查了为什么当WM受损时数学成绩会发生变化，特别是研究了当WM受限时解决问题的策略是如何改变的。第二组研究试图通过减少与ST相关的担忧和改变对ST情况的看法来防止WM限制。这项工作借鉴了探索个人如何调节不想要的情绪（例如，恐惧/厌恶）的文献，并测试了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.