STEMing the tide: using ingroup experts to inoculate women's self-concept in science, technology, engineering, and mathematics (STEM).

By Jane Stout, Nilanjana Dasgupta, Matthew Hunsinger, Melissa A Mcmanus. Journal of Personality and Social Psychology, 2011

1,016 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/be96aeca8d8ad8567dc6be55734fc3712caf8294

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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, methodology): “Our research provides suggestive evidence that younger students are particularly sensitive to interventions that inoculate their selfconcept (Asgari et al., 2010; Asgari et al., 2011; Dasgupta et al., 2011; Stout et al., 2011); however, we have not compared beginners versus advanced students to”
USING AND DOING SCIENCE: GENDER, SELF-EFFICACY, AND SCIENCE IDENTITY OF UNDERGRADUATE STUDENTS IN STEM (2014, background): “In addition, the minimal visibility of women in professional science careers decreases women’s identification of and participation in science-related areas (Stout et al., 2011).”
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions (2016, positive): “Providing More Female Role Models for Girls and Women Research has shown that female role models are important for increasing positive female attitudes toward STEM careers (Cheryan et al. 2011b; Stout et al. 2011).”
Fitting in to Move Forward (2017, background): “…of pSTEM settings that hinder women’s sense of fit within them, including the virtual absence of other women (Murphy, Steele, & Gross, 2007; Stout et al., 2011), role-models and peers who seem to embody stereotypes (Cheryan et al., 2012), women’s perceptions that others endorse negative…”
The effects of an academic environment intervention on science identification among women in STEM (2013, background): “Further, positive environmental messages, including role models, are only effective if participants can relate to or identify with them (Asgari et al. 2012; Cheryan et al. 2011; Stout et al. 2011).”
Exploring Identity-Safety Cues and Allyship Among Black Women Students in STEM Environments (2019, background): “, a successful woman scientist) can help ease social identity threat concerns (Stout et al., 2011).”
Two brief interventions to mitigate a “chilly climate” transform women’s experience, relationships, and achievement in engineering. (2014, methodology): “Following past laboratory (Inzlicht & Ben-Zeev, 2000; Murphy et al., 2007; Steele et al., 2002) and field (Hanselman, Bruch, Gamoran, & Borman, 2014; Stout et al., 2011; Yoshida et al., 2012) research, we expected that the underrepresentation of women would create a “chilly climate” that…”
Girls and Women in Science, Technology, Engineering, and Mathematics (2014, background): “Feeling out of place is especially common in STEM fields such as computer science, engineering, and the physical sciences (Cheryan, Plaut, Davies, & Steele, 2009; Murphy, Steele, & Gross, 2007; Stout et al., 2011), and is associated with lower performance and thoughts about leaving the field.”
Implicit Attitudes and Beliefs Adapt to Situations: A Decade of Research on the Malleability of Implicit Prejudice, Stereotypes, and the Self-Concept (2013, methodology): “Consider the case of girls and women in science, technology, engineering, and mathematics (STEM).”
Faculty as Sources of Support for LGBTQ College Students (2016, background): “For example, a study of women in science, technology, engineering, and mathematics (STEM) majors found that female students with significant exposure to female STEM experts (i.e., professors and scholars) developed positive implicit attitudes about STEM (Stout et al. 2011).”