|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|352603||618603||2013||12 صفحه PDF||سفارش دهید||دانلود رایگان|
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• We developed new race and sex stereotype bias measures.
• All stereotype measures change in a discontinuous pattern over the school year for STEM students.
• Differences in intercept by race and sex were not as predicted by stereotype threat theory.
• Most measures show little relationship to grades.
• For the most part, only grades show a relationship to retention in STEM majors.
In laboratory studies, induced stereotype threat shows negative effects on academic performance and learning. Is the relation between stereotype threat and grades robust in naturalistic settings, specifically in introductory STEM courses? We gathered data on two new measures we term race and sex stereotype bias, which were administered four times over the course of introductory chemistry and biology courses for STEM majors (N = 1358). Patterns of growth for all stereotype bias measures showed a discontinuous pattern, with increases during each semester (fall and spring) and decreases between semesters. For all stereotype bias measures, sophomores scored significantly higher than freshmen, and juniors scored in between. For the sex stereotype bias measure, females scored significantly higher than males. There were no race or sex differences on slopes of growth; though groups began at different levels, all grew at the same rate. There was little relation between grades and stereotype bias when analyzed by race; Asian students showed the largest number of significant – albeit small – correlations (3) and Black students the fewest (none). Correlations between grades and sex stereotype bias were significant and negative – but small – only for males. Results support a point made by Steele in 1997 but neglected since then; stereotype threat may affect only a small sub-portion within stereotyped groups. We argue that variables other than stereotype threat might be better targets for research attempting to explain gaps in STEM achievement and retention.
Journal: Contemporary Educational Psychology - Volume 38, Issue 3, July 2013, Pages 247–258