Ingroup Experts and Peers as Social Vaccines Who Inoculate the Self-Concept: The Stereotype Inoculation Model

By Nilanjana Dasgupta. 2011

382 citations recorded by the source corpus.

Subfields: Applied Psychology, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/fe76dfe1937423b0e6f726713ef1ee007a9c91d2

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Citations in the corpus

Even Einstein Struggled: Effects of Learning About Great Scientists’ Struggles on High School Students’ Motivation to Learn Science (2016, background): “Role models provide examples of success in a given area one wishes to emulate and achieve (Asgari, Dasgupta, & Gilbert Cote, 2010; Asgari, Dasgupta, & Stout, 2012; Aspinwall, 1997; Blanton, 2001; Dasgupta, 2011; Davies, Spencer, & Steele, 2005; Haines & Kray, 2005; Hoyt & Blascovich, 2007; Lockwood,”
Warm, but Maybe Not So Competent?—Contemporary Implicit Stereotypes of Women and Men in Germany (2014, background): “undergraduates as participants, Dasgupta and Asgari (2004) identified students’ exposure to counterstereotypic female role models as reducing the magnitude of traditional”
The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses (2016, background): “, 2011), feelings of belonging (Dasgupta, 2011), social integration (Shook & Clay, 2012; Walton & Carr, 2012; Walton et al.”
Science faculty’s subtle gender biases favor male students (2012, background): “If women’s decisions to leave science fields when or before they reach the faculty level are influenced by unequal treatment by undergraduate advisors, then existing efforts to create more flexible work settings (42) or increase women’s identification with science (27) may not fully alleviate a crit”
What triggers imposter phenomenon among academic faculty? A critical incident study exploring antecedents, coping, and development opportunities (2017, background): “…and minority faculty have expressed their own vulnerability to imposter tendencies in fields where they are traditionally under-represented (i.e. science, mathematics, and engineering) and often face bias to their professional inclusion and legitimacy (Dancy and JeanMarie 2014; Dasgupta 2011).”
Why are there so few ethnic minorities in ecology and evolutionary biology? Challenges to inclusion and the role of sense of belonging (2020, background): “Most researchers have argued that ingroup role models (e.g., same-sex role models, same-race role models) are most effective for motivating student interest in STEM careers (e.g., Dasgupta 2011; Marx and Roman 2002; Marx and Goff 2005).”
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).”
Fitting in to Move Forward (2017, background): “Dasgupta (2011) theorizes that in achievement contexts, contact with in-group peers and experts functions as a kind of psychological vaccine that protects people from the negative effects of identity threat and serves to boost sense of belonging.”
Fitting in or Opting Out: A Review of Key Social-Psychological Factors Influencing a Sense of Belonging for Women in Physics. (2016, background): “Dasgupta theorizes that in achievement contexts contact with in-group peers and experts functions as a kind of psychological vaccine that protects people from the negative effects of identity threat and serves to boost sense of belonging [44].”
Managing to clear the air: Stereotype threat, women, and leadership (2016, background): “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).”
Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence from 66 Nations. (2015, background): “These cross-national findings extend previous research investigating the psychological effects of encountering female role models in STEM fields (Dasgupta, 2011; González de San Román & de la Rica Goiricelaya, 2012; Riegle-Crumb & Moore, 2014).”
Striving for balance in economics : towards a theory of the social determination of behavior (2016, positive): “This culturally created mental model changes the 1 See Tversky and Kahneman (1974), Moscovici (1985), and Ariely et al. (2003).”
Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2020, background): “It is important to note, however, that the crucial ingredients that make role models beneficial seem to be that they are presented and present themselves as typical group members and that group members identify with them (Dasgupta, 2011; Turner, 2006).”
Girls and Women in Science, Technology, Engineering, and Mathematics (2014, background): “acts as a “social vaccine” that inoculates women’s self-concept against noxious stereotypes, builds resilience, and increases belonging (Dasgupta, 2011).”
The Motivational Theory of Role Modeling: How Role Models Influence Role Aspirants’ Goals (2015, background): “As we would suggest, the implicit measures they record are, however, often also related to changes in goals (Dasgupta, 2011; Stout et al., 2011).”
The effects of an academic environment intervention on science identification among women in STEM (2013, background): ““stereotype inoculation model” argues women can develop stronger implicit STEM identities through exposure to positive cues in their surroundings (Dasgupta 2011; Stout et al. 2011).”