About This Project

Stereotype threat can lower the motivation and performance of minorities in STEM realms in part due to the cycle of negative thoughts and emotions about the threatening experience. Reducing the cycle should protect minorities from stereotype threat. I predict that adopting a fly-on-the-wall perspective can buffer minorities against stereotype threat. Subjects will prepare for a task in a stereotyped realm by using either a self perspective through their own eyes or a fly-on-the-wall perspective.

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What is the context of this research?

A study by the US Department of Commerce reported that only a small percentage of the science, technology, engineering, and mathematics (STEM) jobs in the US are held by women (26%) and minorities (16.6%) . In response to the discrepancy in the STEM realm, the United States government has made a large push for trying to get under represented minorities (URMs) interested in STEM-related fields. However, even with support programs and increased opportunities to enter STEM fields URMs choosing to enter STEM must still contend with the preconceived notions that they have lowered abilities and likelihood of success. The assumptions and stereotypes that others hold about URMs in STEM fields can have a profound influence on their performance and motivation to continue in the stereotyped realm.

What is the significance of this project?

The work presented here has a very important role in contributing to the efforts for equality within the STEM realm. Currently the balance of URMs in both students majoring in STEM and those actively working in STEM related careers are drastically unbalanced (women (26%) and minorities (16.6%)). Until we have a 50/50 male female STEM workforce, we will need to continue to work towards tools that help women overcome difficulties and stay in STEM.

What are the goals of the project?

I hypothesize that if we can reduce a minority from compulsively focusing their attention on the stereotypes, we can keep their confidence high and protect their motivation and performance in STEM. By altering the way that we view the self in our subjects through shifting from a self-immersed perspective to a fly-on-the-wall (self-distanced) perspective, we may be able to reduce the individuals focus on their negative thoughts and feelings. If conclusive, self-distancing could be a viable option for addressing the downstream effects of stereotype threat. In two studies I plan to examine how adopting a self-distanced perspective can increase motivation and performance of minorities in situations where stereotype threat is prevalent.

Budget

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The funds in this proposal will enable us to directly enact the research.

The participant payment incentives will allow us to compensate participants for the time they spend as part of our studies. We will pay $10/hr for in person studies and $.10/min for online studies. In line with both the convention in the field of social psychology and power analyses conducted in previous studies of this nature we will need 50 participants per condition in order to detect small to medium sized effects.

2 studies -

- In person participants - 4 conditions 50 per = 200 participants x $10 = $2000

- Online participants - 4 conditions 50 per = 200 participants x ($.10 x 25 minutes) = $500

The research laptop, a Dell Inspiron with 15.6 inch screen, will allow us to conduct the studies in different community locations. Thus, we will be able to increase our potential subject pool.

The online participant platform fees will cover the cost of recruiting and running the studies on the online platform.

Endorsed by

Adrienne is my colleague at the University of Michigan working on her PhD in Social Psychology. Her project uses a well-documented self-regulation strategy (self-distancing) in a novel way to mitigate effects of stereotype threat on women in STEM. She received her doctoral training from both the pioneer of self-distancing research (Dr. Ethan Kross) and one of the leading experts on stereotype threat effects on women in STEM (Dr. Denise Sekaquaptewa), and is thus perfectly positioned to carry out this very important research.

Neil A. Lewis, Jr

Doctoral Candidate in Social Psychology

University of Michigan

Adrienne’s work is unique and groundbreaking in addressing the very difficult issue of increasing participation and performance of minorities and women in STEM fields. Adrienne is a highly trained researcher in the field and her work has important implications.

Lori Camparo

Professor of Psychology

Whittier College

It is with great enthusiasm that I endorse this research. Adrienne Dougherty is an expert on the social psychology of stereotype threat, and this work is of exceptional importance to our understanding of the processes that underlie stereotype threat in STEM contexts. In addition, the knowledge generated from this research is likely to have significant translational implications for women in STEM fields.

Stephanie M. Carpenter

Postdoctoral Research Fellow in Psychology

University of Wisconsin - Madison

Meet the Team

Adrienne Dougherty

Affiliates

Whittier College; University of Michigan

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Adrienne Dougherty

I am a doctoral candidate in the Social Psychology program at the University of Michigan. I will be beginning a Visiting Assistant Professor position at Whittier College in Fall 2016. I am primarily working on projects relating to academic motivation, emotions, and stereotype threat. I received my Master's Degree in Psychology from the University of Michigan in August 2013 and graduated from California State University, Fullerton with a Bachelor's Degree in Psychology in May 2011.

Through my work I hope to give populations of people who are typically negatively stereotyped in academic realms, such as STEM fields, tools that can help them effectively deal with the negative thoughts and emotions they encounter on their academic paths.

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Project Backers

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$10Total Donations
$5.00Average Donation

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