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Removing Stereotype threat

Removing Stereotype threat. David Miller Association for Psychological Science Chicago, IL, May 27 th , 2012 . Meta-analysis finds removing stereotype threat substantially boosts women’s spatial performance. Spatial Stereotypes?. Google “women driving”. Google “men driving”.

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Removing Stereotype threat

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  1. Removing Stereotype threat David Miller Association for Psychological Science Chicago, IL, May 27th, 2012 Meta-analysis finds removing stereotype threat substantially boosts women’s spatial performance

  2. Spatial Stereotypes? Google “women driving” Google “men driving”

  3. Spatial Gender differences • Samples in the US and Germany perceived men as better at “imaging abstract objects and rotating them mentally in all directions” (Halpern et al., 2011; Haussmann et al., 2009) Mental rotation Gender d = 0.67 (Voyeret al., 1995) Spatial perception Gender d = 0.57 (Collaer et al., 2007)

  4. Stereotype Threat • Stereotypes can harm academic performance (e.g., Steele & Aronson, 1995) • Stereotype threat (ST) = concern about confirming a negative stereotype about one’s social group (e.g., gender) • But why focus on the spatial domain? (many studies here) (not as many; they are more recent)

  5. Interest for Spatial thinking Understand spatial gender differences • Perhaps not most important question Change spatial gender differences (e.g., Miyake et al., 2010) • Wai et al. (2009) found that 45% of all STEM PhDs were within the top 4% of spatial skills in high school • Training spatial skills -> improved STEM achievement (Miller & Halpern, in press; Sorby, 2009)

  6. Interest for social Psychology Role of working memory (confirmatory stage) (e.g., Beilock et al., 2007) • Recruits verbal strategies • Recruits spatial strategies • ST activation impaired female performance • No ST activation effect Role of gender beliefs (exploratory stage) ? Navigation S How? ? Math S ? General Spatial S Mental rotation gender belief Spatial ST

  7. Current Meta-analysis ST removal ST activation ST activation • Practical: ST removal is most important to education • Theoretical: ST activation could introduce new effects not found in diagnostic control conditions • Empirical: ST activation effects did not show consistent effects

  8. Method • Search literature databases (e.g., PsycINFO, Google Scholar, PROQUEST) and examine each article’s reference list • Walton and Cohen (2003) argued “refute stereotype” and “make stereotype irrelevant” are conceptually similar

  9. Included studies

  10. Results Aggregate d = 0.52 d = 0.30 Only 3 studies!! d = -0.27 Comparison effect sizes:

  11. Broader implications

  12. Limitations & Future Research Limitations • Publication bias • Longevity of effects • Application to field contexts • Assessments themselves (Miyake et al., 2010, Science) Recommendations for future research • Focus on threat removal, not activation • More research needed on positive-identity interventions • Investigate role of spatial working memory and gender beliefs • Apply to field settings and determine longitudinal effects

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