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

智力优势：该项目使用文化心理学方法来研究在科学、技术、工程和数学（STEM）领域产生和维持性别差距的过程。本研究探讨了男性对STEM的性别建构如何创造了一种环境，使女性面临社会身份威胁的风险，这损害了她们在STEM领域的表现、动机和认同。对于男性来说，STEM的男性化导致了社会身份特权，这可以改善他们的结果。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，社会身份威胁在男性化程度较高的STEM领域的影响更大。这是通过将参与者暴露在所谓的性别歧视教练（研究1），性别歧视笑话（研究2）或身体物化照片（研究3）的社会身份威胁操纵来测试的。文化基础假说认为，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。这一假设通过检查各大学的放大效应的程度来验证(研究1 ？3)。意识提升假说提出，性别歧视意识的增强是STEM性别差距的一个来源，可以保护女性在STEM领域的成果。研究1 ？我们对这一假设进行了验证，研究了批判意识的个体差异是否是女性面对STEM领域的社会身份威胁线索时恢复力的来源。研究4通过检查意识提升干预是否对STEM专业女性的学业成绩有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。各院校通过建立研究团队的本科生和研究生的研究助理。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作为会议报告和出版物的共同作者。该项目通过将泽维尔大学的学生作为研究参与者和研究团队的成员，扩大了未被充分代表的科学群体的参与。为泽维尔大学的学生提供担任研究助理的机会，有助于少数民族科学家的发展。本研究结果将传达给参与机构的STEM专业、STEM教育工作者和科学界。这项研究有可能通过确定使女性在STEM环境中变得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，利用研究结果制定一项教育干预措施，以增加妇女的就业机会。在STEM领域的表现和参与。研究结果和综合方法最终有助于提高科研机构的效率。

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.