Why do women opt out? Sense of belonging and women's representation in mathematics.

By C. Good, A. Rattan, Carol S. Dweck. Journal of Personality and Social Psychology, 2012

1,068 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7852ab995ee4ccf163cef6948aae447df6c0dc6b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Why So Few? Women in Science, Technology, Engineering, and Mathematics. (2010, background): “34 AAUW students were told gauged their mathematical ability, the girls who had received the fixedmindset message, especially when the stereotype of women underperforming in math was brought to their attention, did significantly worse than their male counterparts; however, no gender difference occur”
Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience (2016, background): “Good, Rattan, and Dweck (2012) found that female college students with higher MA had a lower sense of belonging in mathematics.”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, positive): “Negative stereotypes can bias women’s assessments of their skills (Correll, 2001) and cause women to question their sense of belonging in STEM (Good et al., 2012).”
The Grass Is Greener in Non-Science, Technology, Engineering, and Math Classes (2014, background): “…salience of gender stereotypes) leads to decreased interest via effects on women’s sense of belonging in STEM (Cheryan, Plaut, Davies, & Steele, 2009; Good et al., 2012; Murphy, Steele, & Gross, 2007; Smith et al., 2013; Thoman, Smith, Brown, Chase, & Lee, 2013) or perceived incompatibility…”
Fitting in or Opting Out: A Review of Key Social-Psychological Factors Influencing a Sense of Belonging for Women in Physics. (2016, background): “Furthermore, although belonging and identification are often positively correlated with one another, when the relative contributions of identification and sense of belonging in predicting academic outcomes are considered, sense of belonging tends to be more strongly linked to academic persistence [2”
Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed (2012, background): “For instance, Good, Rattan, and Dweck (2012) and Rattan, Good, and Dweck (2012) examined implicit theories about math ability rather than general theories about intelligence.”
The role of STEM professors’ mindset beliefs on students’ anticipated psychological experiences and course interest. (2020, background): “…on professors’ and organizations’ fixed (vs. growth) mindsets and other kinds of metalay theories (Canning et al., 2019; Emerson & Murphy, 2015; Good et al., 2012; Rattan et al., 2018) suggests that in STEM settings, women might experience more negative psychological consequences of…”
Effects of role model exposure on STEM and non-STEM student engagement (2016, background): “…successful in STEM, and thus they may see this stereotype as a barrier or deterrent, leading them to question their identity as STEM members (e.g., Good et al., 2012; London et al., 2011; Rosenthal, London, Levy, & Lobel, 2011; Rosenthal, London, Levy, Lobel, & HerreraAlcazar, 201l; Settles,…”