The Trait of Extraversion as an Energy-Based Determinant of Entrepreneur’s Success—The Case of Poland

The fact that personality traits play an important role when it comes to predicting people’s entrepreneurial behavior is currently indisputable. However, so far, the majority of subject literature has focused on employee characteristics in developed countries. To address this gap, research was conducted, including 188 entrepreneurs of small and medium enterprises (SME) and 21 highest-level employees in Poland—one of the countries with the most hostile and turbulent environment for entrepreneurial operations in the world. The five personality traits (Big Five) were evaluated using the 60-item scale. There were three objectives of this study: to identify the differences between entrepreneurs and the most effective, highest-level employees, in the context of personality trait intensities, to determine the level of specific trait(s) intensities (OCEAN) of an effective entrepreneur. Finally, to determine whether it is possible to construct a model based on BIG5 to estimate the probability of success as an entrepreneur. The research results imply there are significant differences between successful entrepreneurs and highly effective employees and their personality trait intensities, described in the BIG5 model. Moreover, it is possible to distinguish trait intensity ranges, determining the success as an entrepreneur. Finally, we constructed the empirically based model, which allows us to estimate the chances of an individual succeeding as an entrepreneur with only a 5% error rate. The main factor and common denominator of entrepreneurial effectiveness is the trait of extraversion. The findings of our study are particularly important for the renewable energy sector in Poland, as the last part of green energy implementing blockchain (e.g., the installation and maintenance of wind turbines and solar panels) is being undertaken, in vast majority, by independent contractors and SME owners (entrepreneurs).

How stereotype threat affects the brain dynamics of creative thinking in female students

When people are placed in a situation where they are at risk of substantiating a negative stereotype about their social group (a scenario termed stereotype threat), the extra pressure to avoid this outcome can undermine their performance. Substantial and consistent gender disparities in STEM fields leave women vulnerable to stereotype threat, including the stereotype that women are not as good at generating creative and innovative ideas as men. We tested whether female students' creative thinking is affected by a stereotype threat by measuring power in the alpha frequency band (8-12Hz oscillations) that has been associated with better creative thinking outcomes. Counter to expectations that a stereotype threat would reduce alpha power associated with creative thinking, analyses showed increased alpha power following the introduction of the stereotype threat. This outcome suggests that women may have attempted to increase their internal attention during the task in order to disprove the stereotype. Behaviorally, this effort did not lead to changes in creative performance, suggesting that the stereotype threat decoupled alpha power from creative thinking outcomes. These results support a growing school of thought in the neuroscience of creativity literature that the alpha power often seen in conjunction with creative behavior is not necessarily related to the creativity processes themselves, but rather might be part of a larger network modulating the distribution of attentional resources more broadly.

Stereotype Threat Effect on a Simple Motor Task: An Investigation of the Visuo-Spatial Working Memory

Purpose: Based on the Chalabaev et al. (2013) study showing that in a Stereotype Threat (ST) situation the velocity of force production in a simple motor task can be affected, this study aimed to replicate this result and tested the role of Visuo-Spatial Working Memory (VSWM) in the ST effect. Method: Twenty one female athletes performed maximum voluntary contractions of the knee extensor muscles on an isokinetic dynamometer (Biodex), under neutral, ST, and ST with mental imagery conditions. The Rate Force of Development (RFD), a velocity indicator, was measured under each condition. VSWM and avoidance-related processes were measured in at a separate time. Results: Data confirmed that the RFD decreased when the stereotype threat was introduced, but also that mental imagery of the movement in the pre-contraction stage prevented this effect. Moreover, in the ST condition avoidance-related processes did not affect the RFD. In contrast, higher VSWM performance was associated with higher RFD. Conclusion: These findings suggest that the ST effects on a simple motor task can be explained by an alteration of working memory which impairs movement preparatory processes in the pre-contraction stage.

Confidence in COVID problem solving: What factors predict adults' item-level metacognitive judgments on health-related math problems before and after an educational intervention?

The advent of COVID-19 highlighted widespread misconceptions regarding people's accuracy in interpreting quantitative health information. How do people judge whether they accurately answered health-related math problems? Which individual differences predict these item-by-item metacognitive monitoring judgments? How does a brief intervention targeting math skills-which increased problem-solving accuracy-affect people's monitoring judgments? We investigated these pre-registered questions in a secondary analysis of data from a large Qualtrics panel of adults (N = 1,297). Pretest performance accuracy, math self-efficacy, gender, and math anxiety were associated with pretest item-level monitoring judgments. Participants randomly assigned to the intervention condition, relative to the control condition, made higher monitoring judgments post intervention. That is, these participants believed they were more accurate when answering problems. Regardless of experimental condition, those who actually were correct on health-related math problems made higher monitoring judgments than those who answered incorrectly. Finally, consistent with prior research, math anxiety explained additional variance in monitoring judgments beyond trait anxiety. Together, findings indicated the importance of considering both objective (e.g., problem accuracy) and subjective factors (e.g., math self-efficacy, math anxiety) to better understand adults' metacognitive monitoring.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s11409-022-09300-3.

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

One of the field of psychology’s stated goals is to produce scholarship with findings that benefit the world. Over the last 10 years, psychology scholarship and its presumed societal benefits have been called into question due to the field’s history of questionable research practices, racism, and epistemic oppression. Calls for methodological, ethical, and practical reforms are essential to building a psychological science that is just, effective, reliable, and beneficial. Recently, these calls have been complemented by a push to reform how theory is developed and used in psychology. There is great need for better understanding and implementation of theory development, both in the field of psychology broadly as well as in its subdisciplines, including educational psychology. At the same time, educational psychologists have much to contribute to the tripartite calls for methodological, ethical, and theory reforms. In this paper, I explore theory development in psychology by discussing the importance of developing both the descriptive and explanatory aspects of theory as well as the need to refine how theory is evaluated and integrated. Then, I review how innovations and practices in educational psychology can inform the broader theory reform movement in psychology writ large. Finally, I identify important future directions for further advancing theory reform in psychology, including addressing ableism in the field, increasing the field’s hospitability for theory revision, furthering theory development transparency, and more deeply integrating theory development into preparation programs.

Stereotype threat in learning situations? An investigation among language minority students

Stereotype threat (ST) is a potential explanation for inequalities in language competencies observed between students from different language backgrounds. Language competencies are an important prerequisite for educational success, wherefore the significance for investigation arises. While ST effects on achievement are empirically well documented, little is known about whether ST also impairs learning. Thus, we investigated vocabulary learning in language minority elementary school students, also searching for potential moderators. In a pre-post design, 240 fourth-grade students in Germany who were on average 10 years old (MAge = 9.92, SD = 0.64; 49.8% female) were randomly assigned to one of four experimental conditions: implicit ST, explicit ST without threat removal before posttest, explicit ST with threat removal before posttest, and a control group. Results showed that learning difficult vocabulary from reading two narrative texts was unaffected by ST. Neither students’ identification with their culture of residence and culture of origin nor stereotyped domain of reading were moderators. The findings are discussed with regard to content and methodological aspects such that a motivation effect might have undermined a possible ST effect. Implications for future research include examining the question at what age children become susceptible to ST and whether students have internalized negative stereotypes about their own group, which could increase the likelihood of ST effects occurring.

A Sociobehavioral Model of Racism against the Black Community and Avenues for Anti-Racism Research

Sociological researchers have made immense strides in understanding systemic racism, privilege, and bias against Black people. Relational frame theory provides a contemporary account of human language and cognition that intersects within complex external contingency systems that may provide a provisionally adequate model of racial bias and racism. We propose a reticulated model that includes nested relational frames and external contingency systems that operate at the level of the individual (implicit), communities (white privilege), and system policies (systemic racism). This approach is organized from within the framework of critical race theory as an area of sociological scholarship that captures racial disadvantages at multiple levels of organization. We extend this model by describing avenues for future research to inform anti-racism strategies to dismantle this complex and pervasive sociobehavioral phenomenon. At all levels, police violence against the Black community is provided as a case example of negative social impact of racism in our society.

Predicting Math Performance of Middle Eastern Students: The Role of Dispositions

The present research examines the contribution of individual differences in chronotype and self-efficacy to the math performance of male and female students in STEM and no-STEM majors. Questionnaires assessing the selected individual differences were distributed to students of Middle Eastern descent enrolled in math courses of the general education curriculum. Summative assessment indices were used to measure performance comprehensively across the entire semester (course grades) and as a one-time occurrence (final test grades). The contribution of morningness and self-efficacy to both course and test performance of STEM students was sensitive to the interaction of gender and major. Instead, neither factor contributed to no-STEM students’ course and test performance. These findings were used to plan improvements in the instruction and advising of students in STEM majors, thereby complying with a key tenet of action research.

Gender stereotypes: implicit threat to performance or boost for motivational aspects in primary school?

Based on stereotype threat and stereotype lift theory, this study explores implicit stereotype threat effects of gender stereotypes on the performance of primary school children in mathematics. Moreover, effects of implicit gender stereotypical cues (gender-specific task material) on motivational aspects were explored, which have revealed mixed results in stereotype threat research in the past. N = 151 German primary school children (47.7% female; mean age: M = 9.81, SD = 0.60) calculated either stereotypical or neutral mathematical text problems before motivational aspects were assessed. Contradicting our expectations, results neither revealed a stereotype threat effect on girls’ performance nor a lift effect on the boys. Instead, girls calculating stereotypical tasks outperformed girls in the control group, whereas boys’ performance did not significantly differ compared to the control group. Regarding motivational aspects, only traditional gender differences emerged as girls reported significantly more pressure and tension calculating the mathematical tasks. The discussion focuses on the way in which stereotypes can affect children’s cognitive performance and in turn, their mathematical performance.

Self-Control Capacity Moderates the Effect of Stereotype Threat on Female University Students' Worry During a Math Performance Situation

Stereotype threat is a possible reason for difficulties faced by girls and women in the fields of science, technology, engineering, and mathematics. The threat experienced due to gender can cause elevated worry during performance situations. That is, if the stereotype that women are not as good as men in math becomes salient, this stereotype activation draws women's attention to task-irrelevant worry caused by the fear of conforming to the negative stereotype. Increased worry can reduce cognitive resources, potentially leading to performance decrements. We argue that such worry is more pronounced immediately after an unrelated self-control demand, which is assumed to temporarily decrease people's self-control exertion over their attention and stream of thought (i.e., relatively low self-control capacity). This prediction was examined in an experiment conducted with 102 participating university students enrolled in courses in which math plays a crucial role. After the manipulation of self-control capacity (low vs. high), stereotype threat was induced for the female students, but not the male students. Then, the students were asked to report their thoughts during a math performance situation (i.e., written thought protocols) three times. Multiple-group autoregressive path models revealed that when self-control capacity was relatively low, female compared with male students reported more intense worry in the initial two thought protocols. In contrast, in the relatively high self-control capacity condition, female and male students did not differ significantly in their reported worry at any time. These results expand on previous findings, suggesting that threat effects depend on definable situational self-control conditions.

Widespread misperceptions of long-term attitude change

SignificancePeople change when they think others are changing, but people misperceive others' changes. These misperceptions may bedevil people's efforts to understand and change their social worlds, distort the democratic process, and turn imaginary trends into real ones. For example, participants believed that Americans increasingly want to limit immigration, which they said justifies tighter borders. However, participants also said that limiting immigration would not be right if attitudes had shifted against it--which is what actually occurred. Our findings suggest that the national discourse around contentious social issues, policies resulting from that discourse, and perhaps the opinions that drive discourse in the first place would be very different if people better understood how attitudes have and have not changed.

Older women: How do they feel while driving and what about the effects of age-and-gender stereotype threat?

Older female drivers could be considered victims of negative stereotypes for two reasons-being a woman and belonging to the older category-but there are no studies specifically in this double context. Two psychosocial questionnaires were created, one assessing the perception of driving abilities in different contexts (PDADC); the second, the perception of the attributes of driving (PAD) with a box for the activation of the stereotype threat. A population of 98 women, aged 65 years or older, comprised the experimental and control groups (quasi-experimental design). This study provides knowledge about the driving feelings of this population who appears, globally, as comfortable at the wheel and "immune" to stereotyping.

Gender-focused training improves leadership of female medical students: A randomised trial

OBJECTIVES

Recent research suggests that the gender of health care providers may affect their medical performance. This trial investigated (1) the effects of the gender composition of resuscitation teams on leadership behaviour of first responders and (2) the effects of a brief gender-specific instruction on leadership behaviour of female first responders.

METHODS

This prospective randomised single-blinded trial, carried out between 2008 and 2016, included 364 fourth-year medical students of two Swiss universities. One hundred and eighty-two teams of two students each were confronted with a simulated cardiac arrest, occurring in the presence of a first responder while a second responder is summoned to help. The effect of gender composition was assessed by comparing all possible gender-combinations of first and second responders. The gender-specific instruction focused on the importance of leadership, gender differences in self-esteem and leadership, acknowledgement of unease while leading, professional role, and mission statement to lead was delivered orally for 10 min by a staff physician and tested by randomising female first responders to the intervention group or the control group. The primary outcome, based on ratings of video-recorded performance, was the first responders' percentage contribution to their teams' leadership statements and critical treatment decision making.

RESULTS

Female first responders contributed significantly less to leadership statements (53% vs. 76%; P = 0.001) and critical decisions (57% vs. 76%; P = 0.018) than male first responders. For critical treatment decisions, this effect was more pronounced (P = 0.007) when the second responder was male. The gender-specific intervention significantly increased female first responder's contribution to leadership statements (P = 0.024) and critical treatment decisions (P = 0.034).

CONCLUSIONS

Female first responders contributed less to their rescue teams' leadership and critical decision making than their male colleagues. A brief gender-specific leadership instruction was effective in improving female medical students' leadership behaviours.

Group-based medical mistrust and care expectations among black patients seeking addiction treatment

Background

Black patients seeking addiction care experience poorer treatment access, retention, and outcomes when compared to White counterparts. Black patients may have elevated group-based medical mistrust, which has been associated with poorer health outcomes and increased experiences of racism across multiple healthcare contexts. The relationship between group-based medical mistrust and expectations for addiction treatment among Black individuals remains untested.

Methods

A total of 143 Black participants were recruited from two addiction treatment centers in Columbus, Ohio. Participants completed the Group Based Medical Mistrust Scale (GBMMS) and answered questions related to expectations of addiction treatment. Descriptive analysis and Spearman's rho correlations were performed to assess for relationships between group-based medical mistrust and expectations of care.

Results

Group-based medical mistrust in Black patients was associated with self-reported delay in accessing addiction treatment, anticipation of racism during addiction treatment, non-adherence and discrimination-precipitated relapse. However, non-adherence to treatment was least strongly correlated with group-based medical mistrust demonstrating an opportunity for engagement.

Conclusion

Group-based medical mistrust is associated with Black patients' care expectations when seeking addiction treatment. Use of the GBMMS within addiction medicine to address themes of mistrust in patients, and potential biases in providers, may improve treatment access and outcomes.

Subjective Identity Concealability and the Consequences of Fearing Identity-Based Judgment

In intergroup contexts, people may fear being judged negatively because of an identity they hold. For some, the prospect of concealment offers an opportunity to attenuate this fear. Therefore, believing an identity is concealable may minimize people's fears of identity-based judgment. Here, we explore the construct of subjective identity concealability: the belief that an identity one holds is concealable from others. Across four pre-registered studies and a set of internal meta-analyses, we develop and validate a scale to measure individual differences in subjective identity concealability and provide evidence that it is associated with lower levels of the psychological costs of fearing judgment in intergroup contexts. Open materials, data, and code for all studies, pre-registrations for Studies 1-4, and online supplementary materials can be found at the following link: https://osf.io/pzcf9/.

Lawyering While Black: Perceived Stress as a Mediator of Impostor Feelings, Race-Related Stress and Mental Health Among Black Attorneys

Attorneys suffer from high rates of stress and mental health problems, and Black attorneys, who make up only five percent of all attorneys in the United States, are especially vulnerable due to underrepresentation and experiences of bias. The present study examined perceived stress as a mediator of the impostor phenomenon, race-related stress, and mental health among a sample of 142 Black attorneys (114 women, 25 men). Gender, age, impostor phenomenon, race-related stress, and perceived stress accounted for 51% and 57% of the variance in depression and anxiety, respectively. Perceived stress fully mediated the links between the impostor phenomenon and depression, cultural racism and depression, and impostor feelings and anxiety and partially mediated the link between cultural racism and anxiety. Results suggest that perceived stress is an important mechanism for understanding why the impostor phenomenon and race-related stress negatively impact the mental health of Black attorneys.

A scoping review of stereotype threat for BIPOC: Cognitive effects and intervention strategies for the field of neuropsychology

OBJECTIVE

Abundant evidence documents stereotype threat's (ST) detrimental effect on test performance across identities and contexts (i.e., eliciting underperformance). Review of the literature shows varied aspects of both stereotyped identities and cognition are inconsistently explored across studies. Only a portion of the literature focuses on ST's impact on Black, Indigenous, and People of Color (BIPOC). It is important to understand and learn to mitigate ST, particularly for historically marginalized and systemically oppressed BIPOC patients. Relevance exists for neuropsychologists, who engage in activities (i.e., assessments) that may activate ST, and should be aware of additional factors impacting testing results and clinical decision making.

METHOD

Using scoping review criteria (Peters et al., 2015) and Preferred Reporting Item for Systemic Reviews and Meta-Analysis (PRISMA) guidelines, we reviewed literature across multiple databases (Google Scholar, PubMed, PsychINFO) on ST and cognition with a focus on BIPOC.

RESULTS

The current literature suggests that race-based ST may be implicated in underperformance for executive functioning and separately working memory. There is limited research on the effects of ST for memory, language, attention, and visuospatial skills.

CONCLUSION

Research on ST requires additional attention to establish interventions to mitigate negative effects in practice. These results provide 1) an overview of the cognitive implications of ST, 2) address the scope of this impact for BIPOC, and 3) provide possible intervention and training strategies for neuropsychologists and other clinicians to work to mitigate the effects of ST on BIPOC.

The Effect of Implicit Bias and Role Misidentification in the Learning Environment

BACKGROUND

Little is known about the impact of implicit bias our trainees experience in the form of role misidentification in the clinical learning environment.

ACTIVITY

We surveyed 540 residents and clinical medical students to determine the frequency and impact of role misidentification.

RESULTS AND DISCUSSION

Most respondents (85%, n = 162) experienced role misidentification, directly resulting in heightened emotions that led to guarded behavior. An additional indirect impact for trainees is transmitted through frequent non-promotional role misidentification and personalizing the incidents. Women and trainees with marginalized identities had significant impacts. These findings present an opportunity to improve our understanding of the trainee experience.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s40670-021-01475-9.

Ideology shapes how workers perceive and react to workplace discrimination: An experimental study on parenthood discrimination

Employers use ideologically-tinged rhetoric to justify workplace discrimination. We argue that workers will be less likely to label biased treatment against them as discriminatory when they subscribe to those ideologies as well. We tested this prediction and the consequences of labeling for work attitudes and performance using an experiment that assigned parents to a low-status position in a work group, varying whether the decision invoked biased, ideological assumptions about parenthood. As expected, ideology drove mothers' (but not fathers') labeling. Mothers were less likely to label biased treatment against them as discriminatory when they were conservative and when they subscribed to separate spheres and ideal worker ideologies. Mothers who labeled their treatment as discriminatory had more negative work attitudes than those who did not, but also tended to appeal the decision. Ideology thus shapes whether people label discrimination when it occurs as well as their subsequent work attitudes and justice-seeking behaviors.

Finding my people: Effects of student identity and vulnerability to Stereotype Threat on sense of belonging in surgery

BACKGROUND

Diversity in surgery lags behind the medical student population. We documented first-year medical students' vulnerability to stereotype threat (VST) and its impact on a sense of belonging in surgery.

METHODS

All first-year medical students at a single academic institution were surveyed. Demographics, VST, anticipated clerkship experience, and sense of belonging were assessed.

RESULTS

44% of students were vulnerable to ST in upcoming clerkships, with the majority worried about surgical clerkships. More student from races/ethnicities underrepresented in medicine (URM; 74%) and sexual minorities (62%) were vulnerable than white (30%) and heterosexual (38%) students respectively (p = 0.001 and p = 0.017). Knowing a surgeon with a shared identity would enhance belonging for most students (84%). VST was higher for those who do not anticipate working with (p < 0.001) or do not know a surgeon (p = 0.0001) who shares their identity.

CONCLUSION

VST significantly influences a student's sense of belonging in surgery. More research is needed to promote inclusivity in surgery.

The Impact of Female Role Models Leading a Group Mentoring Program to Promote STEM Vocations among Young Girls

From an early age, girls disregard studies related to science, technology, engineering, or mathematics (STEM), and this means that a gender gap begins during secondary education and continues to increase over time. Multiple causes have been identified for this phenomenon in the literature, and numerous initiatives are being carried out to reverse this situation. In this paper, we analyze the impact that a group mentoring initiative led by a female STEM role model had on the young people who participated and whether the impact was different based on their sex. We analyzed how these mentoring sessions affected their attitudes towards technology, mathematical self-efficacy, gender stereotypes, science and technology references, and career vocations. To this end, 303 students between the ages of 10 and 12 years old from 10 schools in Spain participated in the six sessions comprising the program and completed a series of questionnaires before and after participating. The results show that the program had an impact on the students’ attitudes towards technology, increased the number of female STEM references they knew, and improved their opinions of vocations and professions related to science and technology. The impact was greater among girls, although in aspects such as attitudes towards technology, the female participants still demonstrated lower values than boys. The program did not improve the stereotypes that the young participants had about mathematical self-efficacy, which was also always lower among girls. We conclude that the lack of STEM vocations among girls is rooted in multiple social, educational, and personal aspects that need to be addressed from a very early age and that should involve multiple agents.

Weight-based stereotype threat in the workplace: consequences for employees with overweight or obesity

BACKGROUND/OBJECTIVES

Employees with overweight or obesity are often stereotyped as lazy, unmotivated, and less competent than employees with normal weight. As a consequence, employees with overweight or obesity are susceptible to stereotype threat, or the concern about confirming, or being reduced to, a stereotype about their group. This survey study examined whether employees with overweight or obesity experience stereotype threat in the workplace, whether it is associated with their perceived ability to meet their work demands (i.e., work ability), and whether high levels of knowledge about one's self (i.e., authentic self-awareness) can offset a potential negative association.

SUBJECTS/METHODS

Using a correlational study design, survey data were collected from N = 758 full-time employees at three measurement points across 3 months. Employees' average body mass index (BMI) was 26.36 kg/m² (SD = 5.45); 34% of participants were employees with overweight (BMI between 25 and <30), and 18% of participants were employees with obesity (BMI > 30).

RESULTS

Employees with higher weight and higher BMI reported more weight-based stereotype threat (rs between 0.17 and 0.19, p < 0.001). Employees who experienced higher levels of weight-based stereotype threat reported lower work ability, while controlling for weight, height, and subjective weight (β = -0.27, p < 0.001). Authentic self-awareness moderated the relationship between weight-based stereotype threat and work ability (β = 0.14, p < 0.001), such that the relationship between stereotype threat and work ability was negative among employees with low authentic self-awareness (β = -0.25, p < 0.001), and non-significant among employees with high authentic self-awareness (β = 0.08, p = 0.315).

CONCLUSIONS

The findings of this study contribute to the literature by showing that weight-based stereotype threat is negatively associated with employees' perceived ability to meet their work demands, particularly among those employees with low authentic self-awareness.

Juliana JR, Stovall DB, Whittington R, Zhong M, Ballen CJ. Context Matters: Social Psychological Factors That Underlie Academic Performance across Seven Institutions

To enhance equity and diversity in undergraduate biology, recent research in biology education focuses on best practices that reduce learning barriers for all students and improve academic performance. However, the majority of current research into student experiences in introductory biology takes place at large, predominantly White institutions. To foster contextual knowledge in biology education research, we harnessed data from a large research coordination network to examine the extent of academic performance gaps based on demographic status across institutional contexts and how two psychological factors, test anxiety and ethnicity stigma consciousness, may mediate performance in introductory biology. We used data from seven institutions across three institution types: 2-year community colleges, 4-year inclusive institutions (based on admissions selectivity; hereafter, inclusive), and 4-year selective institutions (hereafter, selective). In our sample, we did not observe binary gender gaps across institutional contexts, but found that performance gaps based on underrepresented minority status were evident at inclusive and selective 4-year institutions, but not at community colleges. Differences in social psychological factors and their impacts on academic performance varied substantially across institutional contexts. Our findings demonstrate that institutional context can play an important role in the mechanisms underlying performance gaps.

Gender stereotypes about interests start early and cause gender disparities in computer science and engineering

Societal stereotypes that girls are less interested than boys in computer science and engineering are endorsed by children and adolescents in a large and socioeconomically diverse sample, across multiple racial/ethnic and gender intersections, and as early as age six (first grade). Gender-interest stereotypes may contribute to subsequent gender disparities in the pursuit of these societally important fields. Addressing interest stereotypes may help improve educational equity.

Societal stereotypes depict girls as less interested than boys in computer science and engineering. We demonstrate the existence of these stereotypes among children and adolescents from first to 12th grade and their potential negative consequences for girls’ subsequent participation in these fields. Studies 1 and 2 (n = 2,277; one preregistered) reveal that children as young as age six (first grade) and adolescents across multiple racial/ethnic and gender intersections (Black, Latinx, Asian, and White girls and boys) endorse stereotypes that girls are less interested than boys in computer science and engineering. The more that individual girls endorse gender-interest stereotypes favoring boys in computer science and engineering, the lower their own interest and sense of belonging in these fields. These gender-interest stereotypes are endorsed even more strongly than gender stereotypes about computer science and engineering abilities. Studies 3 and 4 (n = 172; both preregistered) experimentally demonstrate that 8- to 9-y-old girls are significantly less interested in an activity marked with a gender stereotype (“girls are less interested in this activity than boys”) compared to an activity with no such stereotype (“girls and boys are equally interested in this activity”). Taken together, both ecologically valid real-world studies (Studies 1 and 2) and controlled preregistered laboratory experiments (Studies 3 and 4) reveal that stereotypes that girls are less interested than boys in computer science and engineering emerge early and may contribute to gender disparities.

No One Size Fits All: A Qualitative Study of Clerkship Medical Students' Perceptions of Ideal Supervisor Responses to Microaggressions

PURPOSE

This study explores medical students' perspectives on the key features of ideal supervisor responses to microaggressions targeting clerkship medical students.

METHOD

This single-institution, qualitative focus group study, based in an interpretivist paradigm, explored clerkship medical students' perceptions in the United States, 2020. During semistructured focus groups, participants discussed 4 microaggression scenarios. The authors employed the framework method of thematic analysis to identify considerations and characteristics of ideal supervisor responses and explored differences in ideal response across microaggression types.

RESULTS

Thirty-nine students participated in 7 focus groups, lasting 80 to 92 minutes per group. Overall, students felt that supervisors' responsibility began before a microaggression occurred, through anticipatory discussions ("pre-brief") with all students to identify preferences. Students felt that effective bystander responses should acknowledge student preferences, patient context, interpersonal dynamics in the room, and the microaggression itself. Microassaults necessitated an immediate response. After a microaggression, students preferred a brief one-on-one check-in with the supervisor to discuss the most supportive next steps including whether further group discussion would be helpful.

CONCLUSIONS

Students described that an ideal supervisor bystander response incorporates both student preferences and the microaggression context, which are best revealed through advanced discussion. The authors created the Bystander Microaggression Intervention Guide as a visual representation of the preferred bystander microaggression response based on students' discussions. Effective interventions promote educational safety and shift power dynamics to empower the student target.

Examining adolescent daughters' and their parents' academic-gender stereotypes: Predicting academic attitudes, ability, and STEM intentions

INTRODUCTION

Women continue to be underrepresented in Science, Technology, Engineering, and Mathematics (STEM) and research suggests that academic-gender stereotypes can be a contributing factor. In the present research, we examined whether adolescent daughters' and their parents' gender stereotypes about math and liberal arts would predict the academic orientation of daughters at a critical time of career related decision-making.

METHODS

Participants included girls in late adolescence (N = 185, M_{age =} 17) and at least one parent (N = 230, M_{age =} 49), resulting in 147 mother-daughter dyads and 83 father-daughter dyads. Implicit academic-gender stereotypes were measured using an Implicit Association Test (IAT) and explicit stereotypes, academic attitudes, academic ability, and daughters' intentions to pursue a degree in STEM were measured using self-reports.

RESULTS

Neither mothers' nor fathers' implicit or explicit academic-gender stereotypes predicted adolescent daughters' implicit stereotypes; however, fathers' explicit stereotypes predicted daughters' explicit stereotypes. In addition, daughters' academic orientation, a latent variable composed of adolescent girls' academic attitudes, academic ability, and intentions to pursue a degree in STEM, was predicted by daughters' own implicit and explicit stereotypes. This was the case for relative orientation toward math versus liberal arts, as well as math (but not liberal arts) orientation.

CONCLUSIONS

These findings suggest the importance of challenging academic-gender stereotypes during adolescence and suggest that at this stage in development, mothers' and fathers' academic stereotypes might have limited relation to daughters' own implicit associations with academic domains.

Eyes of the Beholders: First-year medical students' perceptions of surgeons and the field of surgery

BACKGROUND

Medical students have negative perceptions of surgery prior to their clerkships. To explore possible explanations, we examined the association between these perceptions, individual identity and vulnerability to stereotype threat (ST).

METHODS

All first-year medical students at a single school received an electronic survey which assessed identity groups, vulnerability to ST and perceptions of surgeons/surgery. Multi-method analyses examined these associations.

RESULTS

Women held more negative than positive views about the field of surgery (p = 0.007) but not surgeons. Students vulnerable to ST had negative views about both surgeons (p < 0.0001) and surgery (p = 0.007). They were also less interested in pursuing a surgical career compared to non-vulnerable students (56% vs. 80% p = 0.03).

CONCLUSION

For some students, negative views of surgeons and surgery appear to be associated with individual identity and ST. Future research should aim to confirm these findings and identify strategies to develop positive perceptions for these populations.

Big five personality traits and performance: A quantitative synthesis of 50+ meta-analyses

OBJECTIVE

The connection between personality traits and performance has fascinated scholars in a variety of disciplines for over a century. The present research synthesizes results from 54 meta-analyses (k = 2028, N = 554,778) to examine the association of Big Five traits with overall performance.

METHOD

Quantitative aggregation procedures were used to assess the association of Big Five traits with performance, both overall and in specific performance categories.

RESULTS

Whereas conscientiousness yielded the strongest effect (ρ = 0.19), the remaining Big Five traits yielded comparable effects (ρ = 0.10, 0.10, -0.12, and 0.13 for extraversion, agreeableness, neuroticism, and openness). These associations varied dramatically by performance category. Whereas conscientiousness was more strongly associated with academic than job performance (0.28 vs 0.20), extraversion (-0.01 vs 0.14) and neuroticism (-0.03 vs -0.15) were less strongly associated with academic performance. Finally, associations of personality with specific performance outcomes largely replicated across independent meta-analyses.

CONCLUSIONS

Our comprehensive synthesis demonstrates that Big Five traits have robust associations with performance and documents how these associations fluctuate across personality and performance dimensions.

The Role of Stereotype Threat in Ethnically Minoritized Students' Science Motivation: A Four-Year Longitudinal Study of Achievement and Persistence in STEM

Grounded in expectancy-value and stereotype threat theories, this four-year longitudinal study examined associations between changes in stereotype threat and motivation (self-efficacy, task values, and perceived costs) among 425 undergraduates from racial/ethnic groups typically underrepresented in science, technology, engineering, and mathematics (STEM). Growth analyses indicated that students' stereotype threat and perceived cost of studying science increased during college, whereas science self-efficacy, intrinsic value, and attainment value declined. Parallel growth analyses suggested that higher initial stereotype threat related to a faster decline in attainment value and faster increase in perceived costs throughout college. Higher initial levels and a steeper increase in stereotype threat related to lower STEM GPA. Higher initial levels and a slower decline in motivation variables related to higher STEM GPA and more completed STEM courses. These findings provide empirical evidence for the relations between stereotype threat and motivation among underrepresented minority students during a key developmental period.

How Negative Is Negative Information

Daily, we face a plenty of negative information that can profoundly affect our perception and behavior. During devastating events such as the current COVID-19 pandemic, negative messages may hinder reasoning at individual level and social decisions in the society at large. These effects vary across genders in neurotypical populations (being more evident in women) and may be even more pronounced in individuals with neuropsychiatric disorders such as depression. Here, we examine how negative information impacts reasoning on a social perception task in females with breast cancer, a life-threatening disease. Two groups of patients and two groups of matched controls (N_TOTAL = 80; median age, 50 years) accomplished a psychometrically standardized social cognition and reasoning task receiving either the standard instruction solely or additional negative information. Performance substantially dropped in patients and matched controls who received negative information compared to those who did not. Moreover, patients with negative information scored much lower not only compared with controls but also with patients without negative information. We suggest the effects of negative information are mediated by the distributed brain networks involved in affective processing and emotional memory. The findings offer novel insights on the impact of negative information on social perception and decision making during life-threatening events, fostering better understanding of its neurobiological underpinnings.

Stigma Attached to Smoking Pregnant Women: A Qualitative Insight in the General French Population

INTRODUCTION

Cigarette consumption during pregnancy has major health consequences for women and unborn children. The stigma of smoking during pregnancy might hinder mothers-to-be's access to adequate healthcare and smoking cessation, especially in disadvantaged groups. This qualitative study was designed to describe extensively the public stigma associated with smoking during pregnancy.

METHOD

Participants were French adults recruited from the general population through social networks (N=100). They were asked to answer three pairs of open-ended questions regarding cognitions, emotions and behaviours elicited in the general population by pregnant smoking women. An inductive thematic analysis was performed and inter-judge agreement was computed on 30% of the corpus analysed deductively. Finally, independence (chi-square) between themes and gender, education, parenthood and smoking status was tested.

RESULTS

Themes (n=25) were defined regarding cognitions (n=9, e.g., irresponsible, thoughtless and unmindful, etc.), emotions (n=8, e.g., anger, disgust, etc.) and behaviours (n=8, e.g., inform and persuade, moralise and blame, etc.). Global inter-judge agreement was strong (κ=0.8). No difference was observed in themes according to gender, parental status or education, indicating a heterogenous awareness of stigma. However, some differences were observed according to smoking status (χ2 = 69.59, p = 0.02) (e.g., non-smokers more frequently stressed immorality).

CONCLUSION

The stigma associated with smoking during pregnancy includes various components that might be measured and targeted in interventions to improve access to adequate healthcare and smoking cessation in this specific population.

IMPLICATIONS

This qualitative study explores the stigma that the general French population attaches to pregnant women who smoke. Themes regarding cognitions (e.g., irresponsible, thoughtless and unmindful, etc.), emotions (e.g., anger, disgust, etc.) and behaviours (e.g., inform and persuade, moralise and blame, etc.) were identified. These themes could guide further research regarding scale development and anti-stigma interventions to support smoking cessation.

Social-Cognitive and Affective Antecedents of Code Switching and the Consequences of Linguistic Racism for Black People and People of Color

Linguistic racism shapes the psychological antecedents of code switching and its consequences for Black people and other people of color. We highlight mentalizing as an antecedent of code switching. We posit that stereotype threat arises in contexts where racism is salient, prompting scrutiny of others' mental states (i.e., mentalizing) when making choices about linguistic self-presentation. Additionally, we posit that sustained appraisals of stereotype threat add cognitive load and reinforce self-protective code switching. We highlight potential consequences of linguistic racism for Black people and other people of color, including reduced opportunities for authentic self-presentation, increased emotional effort, and stress. Finally, we outline paths forward for research and practice: (1) recognizing the heterogeneity of language and thereby reducing linguistic racism, (2) implementing changes that promote racially affirming environments that reduce demands for self-protective code switching, and (3) adapting and creating scalable psychometric tools to measure linguistic choices and linguistic racism.

Does persistence make you healthy? An empirical study on female entrepreneurs from China

Background

Nowadays, more and more women are engaging in entrepreneurial activities. Meanwhile, female entrepreneurs’ health problems have been increasingly reported worldwide. What factors would influence female entrepreneurs’ health are the subject of this paper.

Methods

This paper focuses on the effects of entrepreneurial experience and age of firm on female entrepreneurs’ health through the analysis of 2 years of tracking data in the Bohai Economic Rim, which is one of the most developed areas for entrepreneurial activities in China.

Results

Results from the samples of female entrepreneurs demonstrate that increasing entrepreneurial experience and growing firm age could help female entrepreneurs to activate multiple positive identities. These identities can help female entrepreneurs cope with gender stereotype threat and maintain good health.

Conclusion

This paper contributes to entrepreneur health research in two aspects. First, this study focused on entrepreneurial history indexed by entrepreneurial experience and firm age, enriching the field of female entrepreneurship. Second, this study further explored the mechanism that women cope with stereotype threat in the context of entrepreneurship. At the same time, this paper addresses ways that policy-makers and social media are responsible to help female entrepreneurs stay healthy.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12905-021-01471-6.

Age-Based Healthcare Stereotype Threat during the COVID-19 Pandemic

Older adults have been identified as a high-risk population for COVID-19 by the United States Centers for Disease Control and Prevention (CDC). Though well-intentioned, this nonspecific designation highlights stereotypes of older adults as frail and in need of protection, exacerbating negative age-based stereotypes that can have adverse effects on older adults' well-being. Healthcare stereotype threat (HCST) is concern about being judged by providers and receiving biased medical treatment based on stereotypes about one's identity - in this case age. Given the attention to older adults' physical vulnerabilities during the COVID-19 pandemic, older adults may be especially worried about age-based judgments from medical providers and sensitive to ageist attitudes about COVID-19. Online data collection (April 13 to May 15, 2020) with adults aged 50 and older (N = 2325, M = 63.11, SD = 7.53) examined age-based HCST. Respondents who worried that healthcare providers judged them based on age (n = 584) also reported more negative COVID-19 reactions, including perceived indifference toward older adults, young adults' lack of concern about health, and unfavorable media coverage of older adults. The results highlight the intersection of two pandemics: COVID-19 and ageism. We close with consideration of the clinical implications of the results.

Transfer Student Experiences and Identity Navigation in STEM: Overlapping Figured Worlds of Success

Community colleges are a pathway in higher education for many students, including students who are pursuing baccalaureate degrees in science, technology, engineering, and mathematics (STEM). Because of the increased demand for professionals in the STEM workforce, a successful transition from community colleges to the university setting is essential for increasing the number of transfer students who complete STEM degree programs. Fostering a stabilized academic transition for transfer students requires an understanding of how different academic and sociocultural backgrounds can influence students' identity trajectories during their undergraduate education. In this study, Holland et al.'s framework of figured worlds was used to examine how transfer students pursuing STEM degrees negotiated their identities in their transition to the university. Because identity is a complex construct that can influence student experiences in STEM, this study examined areas of compatible and incompatible expectations of what constitutes success across the university, community college, and high school learning environments, and among students, families, and faculty. Inconsistent expectations across these figured worlds provide insight into the challenges associated with the community college to university transition that can affect transfer students' experiences and identity production at the university.

Testing a Self-Affirmation Intervention for Improving the Psychosocial Health of Black and White Medical Students in the US

Self-affirmation interventions have been shown to mitigate the negative psychological effects of stereotype threat on Black students in secondary and undergraduate education. However, there is currently limited research testing whether Black students in medical schools may also experience the negative influences of stereotype threat. Until now, it has been unclear whether Black (vs. White) students experience a lower sense of belonging in medical school and whether they can benefit from self-affirmation interventions during medical training. With a longitudinal field experiment, we tested (a) whether Black (vs. White) medical students in the US experience decrements in psychological well-being (i.e., fatigue, depression, anxiety), sense of belonging, perceived residency competitiveness, and residency goal stability; and (b) the extent to which a self-affirmation intervention would ameliorate any observed disparities in these outcomes for Black students. With a sample of 234 Black and 182 White medical students across 50 schools in the US, we found that Black students tended to report more fatigue and less belonging than White students; however, the self-affirmation intervention did not significantly influence students' fatigue, depression, anxiety, or belonging. Unexpectedly, Black students in the self-affirmation (vs. control) condition reported lower perceived competitiveness for residency. White students' perceived competitiveness for residency was unaffected by the intervention. Exploratory analyses revealed that Black (vs. White) students were less likely to indicate stable residency goals over time, which may be an indication of threat; however, this racial gap was eliminated with the intervention. We discuss the plausible reasons for these findings and provide recommendations for future work in this area.