Social psychological and situational influences on academic outcomes for women and racial minority students Denise Sekaquaptewa University of Michigan Department of Psychology Denise Sekaquaptewa University of Michigan Department of Psychology

 Racial minorities under-represented in higher ed, have lower graduation rates than Whites.  Women are under-represented and under- perform in STEM fields.  Why? Discrimination, family, biology?  Social psychological factors, elements of the situation 1.Lack of own group representation 2.Stereotypes held by others about one’s group 3.Implicit own-group stereotyping  Racial minorities under-represented in higher ed, have lower graduation rates than Whites.  Women are under-represented and under- perform in STEM fields.  Why? Discrimination, family, biology?  Social psychological factors, elements of the situation 1.Lack of own group representation 2.Stereotypes held by others about one’s group 3.Implicit own-group stereotyping

1. Lack of Own Group Representation  Solo status: being the only member of a social category present in a group.  For example,  Only African American in one’s academic department  Only woman in an engineering firm  Solo status: being the only member of a social category present in a group.  For example,  Only African American in one’s academic department  Only woman in an engineering firm

Solo Status Research  Findings from field & lab studies  Female solos report being scrutinized, isolated, stereotyped, and “showcased”  Racial minority students and professors report similar experiences, particularly when they are solos  Socially privileged group members do not react negatively as solos  Therefore, solo status may have a differential effect on the performance of men and women and Whites and racial minorities  Findings from field & lab studies  Female solos report being scrutinized, isolated, stereotyped, and “showcased”  Racial minority students and professors report similar experiences, particularly when they are solos  Socially privileged group members do not react negatively as solos  Therefore, solo status may have a differential effect on the performance of men and women and Whites and racial minorities

Solo Setup

Racial Solo Status and Performance Outcomes (Sekaquaptewa & Thompson, 2002)  African American and White women tested on info either as a race solo or nonsolo.  Participants give oral exam performance in front of their group.  Oral exam performance scored for accuracy.  African American and White women tested on info either as a race solo or nonsolo.  Participants give oral exam performance in front of their group.  Oral exam performance scored for accuracy.

Results - race solos (Sekaquaptewa & Thompson, 2002)

Results - gender solos (Sekaquaptewa & Thompson, 2002)

Implications of lack of own-group representation  Solo status can impair performance for women and African Americans  Can occur even without differential treatment of the solo by the majority  Also affects motivation to enter or stay in an academic domain  Factors such as feeling like a representative, working memory deficits, physiological reactions appear to play a role (Sekaquaptewa, Waldman, & Thompson, 2007; Murphy, Steele, & Gross, 2008)  Solo status can impair performance for women and African Americans  Can occur even without differential treatment of the solo by the majority  Also affects motivation to enter or stay in an academic domain  Factors such as feeling like a representative, working memory deficits, physiological reactions appear to play a role (Sekaquaptewa, Waldman, & Thompson, 2007; Murphy, Steele, & Gross, 2008)

2. Stereotypes about One’s Group  Racial minorities and women in non- traditional fields are likely to face solo status in conjunction with negative stereotypes.  Stereotype Threat: the situation in which individuals perceive that their actions could be seen as confirming a stereotype held about their group.  Racial minorities and women in non- traditional fields are likely to face solo status in conjunction with negative stereotypes.  Stereotype Threat: the situation in which individuals perceive that their actions could be seen as confirming a stereotype held about their group.

Stereotype Threat Research  Members of stereotyped groups under-perform when stereotypes are salient in the testing situation (for a review, see Steele, Spencer, & Aronson, 2003)  The dual effect of solo status and stereotype threat  Members of stereotyped groups under-perform when stereotypes are salient in the testing situation (for a review, see Steele, Spencer, & Aronson, 2003)  The dual effect of solo status and stereotype threat

Solo Status and Stereotype Threat (Sekaquaptewa & Thompson, 2003)  White men and women give an oral exam performance either as a gender solo or nonsolo.  Test material was described as “traditional math” (ST condition) or as being gender- neutral (No Threat condition).  Oral exam performance scored for accuracy.  White men and women give an oral exam performance either as a gender solo or nonsolo.  Test material was described as “traditional math” (ST condition) or as being gender- neutral (No Threat condition).  Oral exam performance scored for accuracy.

Results (Sekaquaptewa & Thompson, 2003)

3. Implicit Own-Group Stereotyping  What are the intrapsychic consequences of being in an environment that sends messages of exclusion?  Exposure to stereotypic messages about one’s social group promotes stereotypic associations in implicit memory.  What are the intrapsychic consequences of being in an environment that sends messages of exclusion?  Exposure to stereotypic messages about one’s social group promotes stereotypic associations in implicit memory.

Implicit own-group stereotyping  Implicit associations: connections in memory that link two concepts together strongly  Implicit gender-math stereotyping: connections in memory that link “male” and “math” more strongly than “female” and “math”  Held without conscious awareness or intention  To the extent that one’s learning environment promotes stereotyping, implicit stereotypes may form and influence one’s outcomes.  Implicit associations: connections in memory that link two concepts together strongly  Implicit gender-math stereotyping: connections in memory that link “male” and “math” more strongly than “female” and “math”  Held without conscious awareness or intention  To the extent that one’s learning environment promotes stereotyping, implicit stereotypes may form and influence one’s outcomes.

Implicit Stereotyping and Math Course Outcomes (Sekaquaptewa, Ramsey, & Betz, 2008)  116 men and women enrolled in introductory calculus  Completed implicit stereotyping, math career goals measures at Time 1 and Time 2  Final course grades retrieved from records  IAT difference score: Time 2 minus Time 1  Positive = imp stereotyping increase over time  Negative = imp stereotyping decrease over time  116 men and women enrolled in introductory calculus  Completed implicit stereotyping, math career goals measures at Time 1 and Time 2  Final course grades retrieved from records  IAT difference score: Time 2 minus Time 1  Positive = imp stereotyping increase over time  Negative = imp stereotyping decrease over time

Final Course Grade

Math Career Goals (“How likely are you to pursue graduate studies in math?”)

Conclusions  Solo status and concern about being seen in terms of stereotypes harms performance for women and African Americans.  Environments that send messages of exclusion may promote implicit own group stereotypes, which can harm performance and motivation for traditionally under-represented students.  Solo status and concern about being seen in terms of stereotypes harms performance for women and African Americans.  Environments that send messages of exclusion may promote implicit own group stereotypes, which can harm performance and motivation for traditionally under-represented students.

 Because women and African Americans are not well represented in STEM fields, they likely face solo status, stereotyping, and may come to develop implicit own-group stereotypes as a result of these situational factors, with detrimental results.  Thus, research efforts should focus on understanding and addressing these characteristics of STEM environments, to meet the goals of broadening participation in STEM.  Because women and African Americans are not well represented in STEM fields, they likely face solo status, stereotyping, and may come to develop implicit own-group stereotypes as a result of these situational factors, with detrimental results.  Thus, research efforts should focus on understanding and addressing these characteristics of STEM environments, to meet the goals of broadening participation in STEM.