Two brief interventions to mitigate a “chilly climate” transform women’s experience, relationships, and achievement in engineering.

By Gregory Walton, Christine Logel, Jennifer M. Peach, S. Spencer, M. Zanna. 2014

533 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/e7754616b72e0435c810d4ac234c1c83e7a94e9d

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In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

Helping and Hindering Undergraduate Women’s STEM Motivation: Experiences With STEM Encouragement, STEM-Related Gender Bias, and Sexual Harassment (2018, background): “In addition, forming alliances with supportive male students may also be a valuable way to encourage inclusion and benefit women as well as men (Walton et al., 2015).”
Nudging in education (2018, background): “…we include brief psychological interventions that target students’ mindsets and beliefs (e.g. social belonging, identity activation and mindset nudges) with the aim of creating a self-reinforcing but subconscious improvement in motivation and achievement (Yeager & Walton, 2011; Walton, 2014).”
Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines (2016, unknown): “Women under stereotype threat also seem to express reduced self-efficacy across diverse STEM disciplines and this impact on self-efficacy can also mediate some of the effect of stereotype threat on persistence [1,30,93,95,101].”
The Psychology of the Affirmed Learner: Spontaneous Self-Affirmation in the Face of Stress. (2016, background): “Training students to self-affirm at times of stress may be a promising direction for future research (see Walton et al., 2015).”
Fitting in or Opting Out: A Review of Key Social-Psychological Factors Influencing a Sense of Belonging for Women in Physics. (2016, background): “to experience threats to their belonging [24,37,38].”
The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses (2016, background): “…PurdieVaughns, Apfel, & Brzustoski, 2009; Cook, PurdieVaughns, Garcia, & Cohen, 2012; Covarrubias, Herrmann, & Fryberg, 2016; Miyake et al., 2010; Walton et al., 2015), and enhancing belonging by changing attribution styles (Walton & Cohen, 2007, 2011; Walton et al., 2015; Wilson & Linville,…”