Why they leave: the impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors

By Maya A. Beasley, Mary J. Fischer. Social Psychology of Education, 2012

437 citations recorded by the source corpus.

Subfields: Gender Studies, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/4ab7d716f98694cd7851333adc7cf44cac187077

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Citations in the corpus

Why Are Some STEM Fields More Gender Balanced Than Others? (2017, positive): “A national longitudinal study of college students showed that experiences of stereotype threat among women made them more likely to leave science, mathematics, and engineering majors (Beasley & Fischer, 2012).”
Devalued Black and Latino Racial Identities (2016, background): “This gave us language to label and aggregate students’ mostly descriptive accounts of their experiences (e.g., Aronson & Steele, 2005; Beasley & Fischer, 2012; Block et al., 2011; Cokley, 2014; Fries-Britt & Griffin, 2007; Harris-Perry, 2011; Malone & Barabino, 2009).”
Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines (2016, neutral): “math and maleness and the strength of this association predicts their performance on the quantitative section of the SAT [11].”
#BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education (2018, background): “Negative associations with race manifest as a result of racism, perception of isolation, and stereotypes (Beasley & Fischer, 2012; R. T. Carter & Forsyth, 2010; Malone & Barabino, 2009).”
Engineering stress culture: Relationships among mental health, engineering identity, and sense of inclusion (2021, background): “…years has been previously identified as a reason for groups underrepresented in engineering to feel reluctance toward pursuing graduate education (Baker et al., 2002), and stereotype threat positively correlates to the attrition of women and underserved groups (Beasley & Fischer, 2012).”