1. 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

2.  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

3. 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

4. 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

5. Solo Setup

6. 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.

7. Results - race solos (Sekaquaptewa & Thompson, 2002)

8. Results - gender solos (Sekaquaptewa & Thompson, 2002)

9. 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)

10. 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.

11. 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

12. 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.

13. Results (Sekaquaptewa & Thompson, 2003)

14. 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.

15. 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.

16. 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

17. Final Course Grade

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

19. 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.

20.  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.