Is exposing students to role models an effective tool for diversifying science, technology, engineering, and mathematics (STEM)? So far, the evidence for this claim is mixed. Here, we set out to ...identify systematic sources of variability in STEM role models’ effects on student motivation: If we determine
which role models
are effective for
which students
, we will be in a better position to maximize role models’ impact as a tool for diversifying STEM. A systematic narrative review of the literature (55 articles) investigated the effects of role models on students’ STEM motivation as a function of several key features of the role models (their perceived competence, their perceived similarity to students, and the perceived attainability of their success) and the students (their gender, race/ethnicity, age, and identification with STEM). We conclude with four concrete recommendations for ensuring that STEM role models are motivating for students of all backgrounds and demographics—an important step toward diversifying STEM.
Classroom settings bring to light many differences between children—differences that children notice and attempt to explain. Here, we advance theory on the psychological processes underlying how ...children explain the differences they observe in the classroom. Integrating evidence from cognitive, social, cultural, developmental, and educational psychology, we propose that young children tend to explain differences among their peers by appealing to the inherent characteristics of those individuals and, conversely, tend to overlook extrinsic reasons for such differences—that is, reasons having to do with external circumstances and structural factors. We then outline how this inherence bias in children’s explanations affects their motivation and performance in school, exacerbating inequalities in achievement and making these inequalities seem legitimate. We conclude by suggesting several means of counteracting the inherence bias in children’s explanations and its effects on their educational outcomes. Throughout, we highlight new directions for research on the relation between children’s explanations, their motivation and achievement, and the inequalities observed in elementary school and beyond.
Women are underrepresented in fields in which success is believed to require brilliance, but the reasons for this pattern are poorly understood. We investigated perceptions of a “masculinity-contest ...culture,” an organizational environment of ruthless competition, as a key mechanism whereby a perceived emphasis on brilliance discourages female participation. Across three preregistered correlational and experimental studies involving adult lay participants online (N = 870) and academics from more than 30 disciplines (N = 1,347), we found a positive association between the perception that a field or an organization values brilliance and the perception that this field or organization is characterized by a masculinity-contest culture. This association was particularly strong among women. In turn, perceiving a masculinity-contest culture predicted lower interest and sense of belonging as well as stronger impostor feelings. Experimentally reducing the perception of a masculinity-contest culture eliminated gender gaps in interest and belonging in a brilliance-oriented organization, suggesting possible avenues for intervention.
According to ambivalent sexism theory, prejudice toward women has two forms: hostile (i.e., antipathy toward women) and benevolent (i.e., patronizing and paternalistic attitudes toward women). We ...investigated whether 5- to 11-year-old children’s gender attitudes exhibit this bipartite, ambivalent structure. Consistent with this possibility, latent variable modeling on a new developmentally appropriate instrument revealed that children’s (
n
= 237) hostile and benevolent attitudes were two distinct but positively associated factors. Using this instrument, we then explored age and U.S. regional differences in ambivalent gender attitudes, as well as whether these attitudes predicted self-evaluations and preferences associated with traditional gender roles. Stronger agreement with hostile and benevolent gender attitudes was found among younger children, except for boys’ benevolent attitudes, which did not vary with age. Children also reported lower agreement with benevolent gender attitudes in a more gender-egalitarian region of the United States (New York vs. Illinois). Finally, children’s benevolent and hostile attitudes differentially predicted their self-evaluations (e.g., boys’ benevolent vs. hostile attitudes predicted higher vs. lower self-evaluations of warmth, respectively). No evidence emerged for links between gender attitudes and traditional career or relationship expectations. These findings provide the first known evidence that children’s gender attitudes are ambivalent—comprising distinct, but positively related, dimensions of subjective positivity and negativity.
Women and African Americans-groups targeted by negative stereotypes about their intellectual abilities-may be underrepresented in careers that prize brilliance and genius. A recent nationwide survey ...of academics provided initial support for this possibility. Fields whose practitioners believed that natural talent is crucial for success had fewer female and African American PhDs. The present study seeks to replicate this initial finding with a different, and arguably more naturalistic, measure of the extent to which brilliance and genius are prized within a field. Specifically, we measured field-by-field variability in the emphasis on these intellectual qualities by tallying-with the use of a recently released online tool-the frequency of the words "brilliant" and "genius" in over 14 million reviews on RateMyProfessors.com, a popular website where students can write anonymous evaluations of their instructors. This simple word count predicted both women's and African Americans' representation across the academic spectrum. That is, we found that fields in which the words "brilliant" and "genius" were used more frequently on RateMyProfessors.com also had fewer female and African American PhDs. Looking at an earlier stage in students' educational careers, we found that brilliance-focused fields also had fewer women and African Americans obtaining bachelor's degrees. These relationships held even when accounting for field-specific averages on standardized mathematics assessments, as well as several competing hypotheses concerning group differences in representation. The fact that this naturalistic measure of a field's focus on brilliance predicted the magnitude of its gender and race gaps speaks to the tight link between ability beliefs and diversity.
A growth-mindset intervention teaches the belief that intellectual abilities can be developed. Where does the intervention work best? Prior research examined school-level moderators using data from ...the National Study of Learning Mindsets (NSLM), which delivered a short growth-mindset intervention during the first year of high school. In the present research, we used data from the NSLM to examine moderation by teachers’ mindsets and answer a new question: Can students independently implement their growth mindsets in virtually any classroom culture, or must students’ growth mindsets be supported by their teacher’s own growth mindsets (i.e., the mindset-plus-supportive-context hypothesis)? The present analysis (9,167 student records matched with 223 math teachers) supported the latter hypothesis. This result stood up to potentially confounding teacher factors and to a conservative Bayesian analysis. Thus, sustaining growth-mindset effects may require contextual supports that allow the proffered beliefs to take root and flourish.
School underachievement is a persistent problem in the United States. Direct-to-student, computer-delivered growth-mindset interventions have shown promise as a way to improve achievement for ...students at risk of failing in school; however, these interventions benefit only students who happen to be in classrooms that support growth-mindset beliefs. Here, we tested a teacher-delivered growth-mindset intervention for U.S. adolescents in Grades 6 and 7 that was designed to both impart growth-mindset beliefs and create a supportive classroom environment where those beliefs could flourish (N = 1,996 students, N = 50 teachers). The intervention improved the grades of struggling students in the target class by 0.27 standard deviations, or 2.81 grade percentage points. The effects were largest for students whose teachers endorsed fixed mindsets before the intervention. This large-scale, randomized controlled trial demonstrates that growth-mindset interventions can produce gains when delivered by teachers.
Why are some fields and occupations more diverse than others? In this review, we describe a conceptual framework—the field-specific ability beliefs (FAB) model—that provides a promising answer to ...this question. This model proposes that gender and racial/ethnic imbalances in a field or occupation result in part from the confluence of two beliefs: (a) the belief that success in that context requires high levels of intellectual ability (“brilliance”) and (b) the cultural stereotype that associates intellectual ability with (White) men more than other groups. We describe the FAB model and detail evidence for it, including evidence that the beliefs at its core are present even among children. We conclude by highlighting open questions.
We propose that human reasoning relies on an inherence heuristic, an implicit cognitive process that leads people to explain observed patterns (e.g., girls wear pink) predominantly in terms of the ...inherent features of their constituents (e.g., pink is a delicate color). We then demonstrate how this proposed heuristic can provide a unified account for a broad set of findings spanning areas of research that might at first appear unrelated (e.g., system justification, nominal realism, is-ought errors in moral reasoning). By revealing the deep commonalities among the diverse phenomena that fall under its scope, our account is able to generate new insights into these phenomena, as well as new empirical predictions. A second main goal of this article, aside from introducing the inherence heuristic, is to articulate the proposal that the heuristic serves as a foundation for the development of psychological essentialism. More specifically, we propose that essentialism - which is the common belief that natural and social categories are underlain by hidden, causally powerful essences - emerges over the first few years of life as an elaboration of the earlier, and more open-ended, intuitions supplied by the inherence heuristic. In the final part of the report, we distinguish our proposal from competing accounts (e.g., Strevens's K-laws) and clarify the relationship between the inherence heuristic and related cognitive tendencies (e.g., the correspondence bias). In sum, this article illuminates a basic cognitive process that emerges early in life and is likely to have profound effects on many aspects of human psychology.
Two studies examined how preschoolers (N = 610; French) explain differences in achievement. Replicating and extending previous research, the results revealed that children invoke more inherent ...factors (e.g., intelligence) than extrinsic factors (e.g., access to educational resources) when explaining why some children do better in school than others. This inherence bias in explanation can contribute to inequalities in education (e.g., the early-emerging disparities based on social class) by portraying them as fair and legitimate even when they are not.
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