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Ambient belonging: how stereotypical cues impact gender participation in computer science.
Objects can come to broadcast stereotypes of a group, which in turn can deter people who do not identify with these stereotypes from joining that group, as demonstrated in four studies.
Why Are Some STEM Fields More Gender Balanced Than Others?
Efforts to increase women’s participation in computer science, engineering, and physics may benefit from changing masculine cultures and providing students with early experiences that signal equally to both girls and boys that they belong and can succeed in these fields.
"Where are you really from?": Asian Americans and identity denial.
Five studies investigate identity denial, the situation in which an individual is not recognized as a member of an important in-group, and captures the experience of less prototypical group members who desire to have their common in-groups identity recognized by fellow group members.
The Stereotypical Computer Scientist: Gendered Media Representations as a Barrier to Inclusion for Women
The present research examines undergraduates’ stereotypes of the people in computer science, and whether changing these stereotypes using the media can influence women’s interest in computer science.
Cultural stereotypes as gatekeepers: increasing girls’ interest in computer science and engineering by diversifying stereotypes
It is proposed that students’ stereotypes about the culture of these fields—including the kind of people, the work involved, and the values of the field—steer girls away from choosing to enter them, and altering these stereotypes significantly increases girls’ sense of belonging and interest in the field.
When Positive Stereotypes Threaten Intellectual Performance: The Psychological Hazards of “Model Minority” Status
Although people commonly hold positive stereotypes about Asians' mathematical skills, making these stereotypes salient prior to performance can create the potential for “choking” under the pressure of high expectations.
Computing Whether She Belongs: Stereotypes Undermine Girls’ Interest and Sense of Belonging in Computer Science
Computer science has one of the largest gender disparities in science, technology, engineering, and mathematics. An important reason for this disparity is that girls are less likely than boys to
Designing Classrooms to Maximize Student Achievement
Improving student achievement is vital for our nation’s competitiveness. Scientific research shows how the physical classroom environment influences student achievement. Two findings are key: First,
Explaining Underrepresentation: A Theory of Precluded Interest
Among a set of social predictors—including perceived similarity to the people in the field, social identity threats, and expectations of success—the best mediator of women’s lower interest in computer science and men’S lowerinterest in English was perceived similarity.
Understanding the Paradox in Math-Related Fields: Why Do Some Gender Gaps Remain While Others Do Not?
Despite the ubiquity of harmful math attitudes that disadvantage girls, girls are now performing just as well as boys in math in the U.S. (Hyde et al. 1990; Hyde et al. 2008). At the same time, stark