The Differential Effects of Solo Status on Members of High- and Low-Status Groups

By Denise Sekaquaptewa, M. Thompson. 2002

203 citations recorded by the source corpus.

Subfields: Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/611b3f9dc296b0be96b67a6090947f5b500a0cb7

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Citations in the corpus

Ingroup Experts and Peers as Social Vaccines Who Inoculate the Self-Concept: The Stereotype Inoculation Model (2011, background): “Solos who are racial minorities and women feel that others see them as representatives of their so- cial group (Pollak & Niemann, 1998; Sekaquaptewa & Thompson, 2002, 2003; Sekaquaptewa, Waldman, & Thompson, 2007).”
A particular resiliency to threatening environments (2006, background): “With some exceptions (e.g., Pollak & Niemann, 1998; Sekaquaptewa & Thompson, 2002), empirical research has tended to emphasize the eVects of group-composition on women.”
Do High-Achieving Female Students Underperform in Private? The Implications of Threatening Environments on Intellectual Processing (2003, background): “Although other research has examined the effects of solo status (e.g., Sekaquaptewa & Thompson, 2002 ) or stereotype threat (e.g., Steele & Aronson, 1995) on African Americans, it would be a mistake to assume that African Americans and women are psychological equivalents and thus identically threat”
Biosocial Construction of Sex Differences and Similarities in Behavior (2012, unknown): “The strength of gender identities can be affected by situational cues such as the sex of an interaction partner (e.g., Leszczynski & Strough, 2008) or being a solo representative of one's sex in a group (e.g., Sekaquaptewa & Thompson, 2002).”
Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking (2012, background): “In one study, men and women learnt facts about a gender neutral topic and h lf were made to believe that they were the only woman or man in their group (solo statu , supposed to induce threat, Sekaquaptewa & Thompson, 2002).”
The social psychology of stigma. (2005, background): “…are likely to respond in dramatically different ways to being the target of negative stereotypes and/or discrimination, even though the immediate situation seems the same (Branscombe 1998, Inzlicht & Ben-Zeev 2000, Schmitt & Branscombe 2002, Schmitt et al. 2002, Sekaquaptewa & Thompson 2002).”
The role of STEM professors’ mindset beliefs on students’ anticipated psychological experiences and course interest. (2020, background): “…engender psychological concerns among stigmatized individuals regarding how they will be perceived and treated in a setting; these psychological concerns in turn interfere with motivation, interest, and performance (Emerson & Murphy, 2014; Murphy et al., 2007; Sekaquaptewa & Thompson, 2002, 2003).”
Fitting in or Opting Out: A Review of Key Social-Psychological Factors Influencing a Sense of Belonging for Women in Physics. (2016, background): “, the only woman in a group of men) can also lead women to underperform on math tasks [53,54].”
How Environments Can Threaten Academic Performance, Self-Knowledge, and Sense of Belonging (2006, result): “Similar results have been found with other stigmatized groups (e.g. Sekaquaptewa and Thompson, 2002).”
Leading with their hearts? How gender stereotypes of emotion lead to biased evaluations of female leaders (2016, unknown): “Further, if they are in a leadership role that has historically been filled by men, or if they are the only woman in a key leadership position in an organization (Sekaquaptewa & Thompson, 2002), their emotion displays may receive increased scrutiny.”