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Examining the Effectiveness of Brief Interventions to Strengthen a Positive Implicit Relation between Women and STEM across Two Timepoints
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- المؤلفون: Farrell, Lynn (ORCID Farrell, Lynn (ORCID 0000-0002-3300-2673); Nearchou, Finiki; McHugh, Louise
- اللغة:
English
- المصدر:
Social Psychology of Education: An International Journal. Oct 2020 23(5):1203-1231.
- الموضوع:
2020
- نوع التسجيلة:
Journal Articles
Reports - Research
- معلومة اضافية
- Peer Reviewed:
Y
- المصدر:
29
- الموضوع:
- الرقم المعرف:
10.1007/s11218-020-09576-w
- ISSN:
1381-2890
- نبذة مختصرة :
The current study assessed the impact of three brief interventions aimed at influencing implicit gender bias in Science, Technology, Engineering and Math (STEM) fields. The reduction of this bias is a key consideration as it remains a major barrier to gender equality in STEM. The interventions (psychoeducation, exposure to positive counter-stereotypical exemplars and perspective-taking) were compared to a control group at two timepoints. Gender-STEM bias was assessed at the implicit level (via the Implicit Relational Assessment Procedure; IRAP) and the explicit level (via rating scales). Two hundred and ten adults (58.1% women) completed one of the four study conditions. Results indicated that implicit gender-STEM bias is malleable, at least in the short term. At Time 1, intervention groups showed higher levels of implicit pro-Women-STEM bias and lower levels of pro-Men-STEM bias than the Control group. Psychoeducation appeared most effective, followed by exposure to positive counter-stereotypical exemplars. Results from Time 2 presented a more complex picture of implicit bias change, as the control group exhibited an increased pro-Women-STEM bias that was unexpected. The implications of these findings are discussed in relation to refining the interventions, the malleability of gender-STEM bias and the measurement of implicit bias across contexts.
- نبذة مختصرة :
As Provided
- الموضوع:
2020
- الرقم المعرف:
EJ1273938
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