Female Role Models: Protecting Women’s Math Test Performance

By D. Marx, J. S. Roman. 2002

662 citations recorded by the source corpus.

Subfields: Gender Studies, Management, Monitoring, Policy and Law, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e7c1ec1f75f97bce1006b71e7d95651261a86809

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Citations in the corpus

Effects of role model exposure on STEM and non-STEM student engagement (2016, background): “…studies with college students have a primary aim of addressing the stereotype that associates STEM with men by providing information about successful females in STEM (e.g., Marx & Ko, 2012; Marx & Roman, 2002; McIntyre et al., 2003; Rosenthal et al., 2013; Stout et al., 2011; Young et al., 2013).”
The social psychology of stigma. (2005, methodology): “In Advances in Experimental Social Psychology, ed.”
Feeling at Home in College: Fortifying School‐Relevant Selves to Reduce Social Class Disparities in Higher Education (2015, background): “These profiles could include current students and alumni from a variety of career paths and thereby provide prospective and current students with potential role models (e.g., Marx & Roman, 2002; Zirkel, 2002).”
Successful female leaders empower women's behavior in leadership tasks (2013, neutral): “…lists available at SciVerse ScienceDirect Journal of Experimental Social Psychology j ourna l homepage: www.e lsev ie r .com/ locate / jesp Dasgupta, Hunsinger, & McManus, 2011) and performance (Marx & Roman, 2002; Taylor, Lord, McIntyre, & Paulson, 2011).”
Stereotype threat: effects on education (2008, background): “... (Croizet and Claire 1998; Steele and Aronson 1995); (2) reducing the salience of the stereotype (Spencer et al. 1999); (3) providing excuses for poor performance (Brown and Josephs 1999; Stone et al. 1999); (4) claiming the test is not susceptible to the stereotype (Walsh et al. 1999); (5) alter”
The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses (2016, background): “…and of the same gender or ethnic group (Lockwood, 2006; Marx & Goff, 2005; Marx & Roman, 2002; McIntyre, Paulson, & Lord, 2003), and individuals must be aware of the role model’s success in a mutual area of interest, although direct contact with a role model is not necessary (Marx & Roman, 2002).”
When Do Female Role Models Benefit Women? The Importance of Differentiating Recruitment From Retention in STEM (2011, methodology): “Women who were highly identified with math performed bet- ter on a math test when they encountered a female role model (i.e., a woman who was portrayed as highly competent in math) than when they encountered a male role model (Marx & Roman, 2002).”
Sources of Inspiration: The role of significant persons in young people's choice of science in higher education (2012, background): “Role model research often concerns topics like who these role models are (e.g. Eccles, 2009; McIntyre, Paulson, & Lord, 2003) and role model characteristics (e.g. Lockwood, Jordan, & Kunda, 2002; Zirkel, 2002), with an emphasis on gender issues (e.g. Lockwood, 2006; Marx & Roman, 2002).”
How Environments Can Threaten Academic Performance, Self-Knowledge, and Sense of Belonging (2006, background): “Other things teachers can do include reducing the apparent diagnosticity of tests (Steele & Aronson, 1995) and increasing the number of minority teachers and role models (Marx & Roman, 2002; see Aronson, 2002, for a review).”
New Routes to Recruiting and Retaining Women in STEM: Policy Implications of a Communal Goal Congruity Perspective (2015, background): “The presence of female role models can be important for STEM interests of girls and women, particularly in helping female students identify with STEM domains (Stout, Dasgupta, Hunsinger, & McManus, 2011), or reduce stereotype threat (Marx & Roman, 2002).”
Combating stereotype threat: The effect of self-affirmation on women's intellectual performance. (2006, background): “Two sets of studies also suggest that stereotype threat performance deficits can be alleviated when people think about members of their stereotyped group who are competent role models ( Marx & Roman, 2002; McIntyre, Paulson, & Lord, 2003).”
Managing to clear the air: Stereotype threat, women, and leadership (2016, background): “…they demonstrate that success in the stereotyped domain is attainable, and the models can both increase a sense of social belonging and inoculate people's sense of self against identity threats (Dasgupta, 2011; Marx, Ko, & Friedman, 2009; Marx & Roman, 2002; McGlone, Aronson, & Kobrynowicz, 2006).”
Ingroup Experts and Peers as Social Vaccines Who Inoculate the Self-Concept: The Stereotype Inoculation Model (2011, background): “…al., 2010; Asgari et al., 2011; Aspinwall, 1997; Blanton, 2001; Davies, Spencer, & Steele, 2005; Haines & Kray, 2005; Hoyt & Blascovich, 2007; Lockwood, 2006; Lockwood & Kunda, 1997, 1999; Lockwood, Jordan, & Kunda, 2002; Marx & Roman, 2002; McIntyre, Paulson, & Lord, 2003; Seta, 1982; Wood, 1989).”
The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields (2012, positive): “For example, Marx and Roman (2002) demonstrated that women performed better on a challenging math exam when led to believe that a female (versus male) experimenter had created the math questions.”