Do Female and Male Role Models Who Embody STEM Stereotypes Hinder Women’s Anticipated Success in STEM?

By Sapna Cheryan, John Oliver Siy, Marissa Vichayapai, Benjamin J. Drury, Saenam Kim. 2011

492 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Gender Studies, Safety Research

View Paper: https://www.semanticscholar.org/paper/3947bf87ff146213c2eb1e3edb983c9eb6681270

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Citations in the corpus

But You Don’t Look Like A Scientist!: Women Scientists with Feminine Appearance are Deemed Less Likely to be Scientists (2016, unknown): “On the other hand, they may also trigger Bnerdy^ male stereotypes (Cheng 2008) that align with stereotypes about the types of people who populate STEM domains (Cheryan et al. 2011), thereby increasing their judged likelihood of being scientists.”
Computing Whether She Belongs: Stereotypes Undermine Girls’ Interest and Sense of Belonging in Computer Science (2016, result): “Although levels of interest were similar to those found in previous studies (e.g., Cheryan et al., 2011; Davies et al., 2002), these findings indicate that changing environmental cues may not be enough to boost girls’ interest from very low to very high.”
The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields (2012, unknown): “On the one hand, if this confidence communicates inclusion and belonging for women, male teacher confidence should have a positive influence on girls’ and women’s performance (e.g., Walton and Cohen 2007; Cheryan et al. 2009; Cheryan et al. 2011).”
The Motivational Theory of Role Modeling: How Role Models Influence Role Aspirants’ Goals (2015, background): “…e d i ss e m i n a t e d b r o a d l y . there is evidence that the effect of perceived similarity on expectations of success goes beyond shared group memberships, even when it comes to salient categories such as gender (Asgari et al., 2012; Cheryan et al., 2011; Wohlford, Lochman, & Barry, 2004).”
STEM Stereotypes and High School Students’ Math/Science Career Goals (2017, background): “An initial item pool was developed based on relevant literature devoted to negative stereotypes of individuals in STEM (e.g., Anderegg, 2007; Cheryan et al., 2011).”
Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades (2014, background): “For example, female role models in CS do not have the expected effect of increasing computer self-ef ﬁ cacy among female CS non-majors, if the female role models exem-plify geek stereotypes (Cheryan, Siy, Vichayapai, Drury, & Kim, 2011).”
When Do Female Role Models Benefit Women? The Importance of Differentiating Recruitment From Retention in STEM (2011, background): “In recruitment, Cheryan et al. (2011) found that women felt more similar to nonstereotypical versus stereotypical role models.”
Cultural stereotypes as gatekeepers: increasing girls’ interest in computer science and engineering by diversifying stereotypes (2015, background): “Interacting with a stereotypical computer science major reduced women’s anticipated success in Frontiers in Psychology | Developmental Psychology computer science but did not affect men’s anticipated success (Cheryan et al.,2011b).”
Algorithmic bias? An empirical study into apparent gender-based discrimination in the display of STEM career ads (2019, background): “Thus, disseminating information about STEM to women and encouraging women to enter this field is an important policy goal (Cheryan et al., 2011; Shapiro and Williams, 2012).”
The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses (2016, background): “According to Drury et al. (2011), role models, regardless of gender, can recruit women into STEM (e.g., Baruch & Nagy, 1977; Cheryan et al., 2011; Downing, Crosby, & Blake-Beard, 2005; Lunneborg, 1982), but female role models are more effective at retaining female students (Barbercheck, 2001;…”
The effects of an academic environment intervention on science identification among women in STEM (2013, methodology): “Furthermore, academic environments can cue who does—and does not—belong (Cheryan et al. 2011, 2009), which can lead to segregated patterns of participation in certain fields (Cheryan and Plaut 2010).”
Field Experiments on Discrimination (2016, background): “A laboratory experiment literature explores the extent to which exposure to stereotypically feminine role model in a science, technology, engineering and math (STEM) career (Betz and Sekaquaptewa, 2012) or exposure to a non-stereotypical computer science role model (Cheryan et al., 2011) increases t”
Not Feeling Good in STEM: Effects of Stereotype Activation and Anticipated Affect on Women’s Career Aspirations (2017, background): “…concerns the arrangement of STEM contexts, for example distribution of genders in science classes, remarks of science teachers, decoration of STEM classrooms (Cheryan et al. 2009), non-stereotypical role models (Cheryan et al. 2011), or pictures on information material (Smith et al. 2013).”