Gender bias in teaching evaluations: the causal role of department gender composition.

Women are underrepresented in academia's higher ranks. Promotion oftentimes requires positive student-provided course evaluations. At a U.S. university, both an archival and an experimental investigation uncovered gender discrimination that affected both men and women. A department's gender composition and the course levels being taught interacted to predict biases in evaluations. However, women were disproportionately impacted because women were more often in the gender minority. A subsequent audit of the university's promotion guidelines suggested a disproportionate impact on women's career trajectories. Our framework was guided by role congruity theory, which poses that workplace positions are gendered by the ratios of men and women who fill them. We hypothesized that students would expect educators in a department's gender majority to fill more so essential positions of teaching upper-level courses and those in the minority to fill more so supportive positions of teaching lower-level courses. Consistent with role congruity theory when an educator's gender violated expected gendered roles, we generally found discrimination in the form of lower evaluation scores. A follow-up experiment demonstrated that it was possible to change students' expectations about which gender would teach their courses. When we assigned students randomly to picture themselves as students in a male-dominated, female-dominated, or gender-parity department, we shifted their expectations of whether men or women would teach upper- and lower-level courses. Violating students' expectations created negative biases in teaching evaluations. This provided a causal link between department gender composition and discrimination. The importance of gender representation and ameliorating strategies are discussed.

Signaling safety and fostering fairness: Exploring the psychological processes underlying (in)congruent cues among Black women.

Exposure to an organizational diversity cue may help attract Black women to professional spaces. The cue transfer framework contends that because intergroup attitudes co-occur, both cues congruent or incongruent with one's minoritized identity signal an environment that welcomes all minoritized persons. Critically, the utility of such cues had yet to be explored among Black women. Integrating cue transfer with social identity complexity theory, across six studies (N = 2,167), we tested the novel prediction that Black women utilize a racial dominance identity structure and investigated the benefits of organizational diversity cues congruent and incongruent with Black women's identities. We also drew from stigma solidarity and examined whether perceiving an outgroup associated with an incongruent cue as experiencing similar bias (i.e., shared discrimination) facilitated cue efficacy. Ultimately, only racially congruent cues encouraged organizational safety (Studies 1, 2, and 6) and procedural fairness (Studies 2, 4, and 6), while cues aimed at lesbian, gay, bisexual, transgender, or Latino individuals (Studies 1-4) were ineffective. Moreover, despite reporting greater shared discrimination with Latino than lesbian, gay, bisexual & transgender persons (Study 4), shared discrimination was inconsequential for cue efficacy (Study 3). Black women's lay theories revealed that although they perceived negative intergroup attitudes as co-occurring, positive attitudes toward other minoritized groups were seen as unrelated to attitudes toward Black individuals (Studies 5a/5b). Finally, racially (but not gender) congruent cues mitigated organizational invisibility (Study 6). Collectively, the present investigation supports our assertion that Black women adopt a racial dominance lens and, more broadly, underscores the necessity of an intersectional framework when examining cue efficacy. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Reducing anti-fat bias toward the self and others: a randomized controlled trial.

Despite strong evidence linking anti-fat bias directed toward others with markers of self-directed anti-fat bias, there is a dearth of theory-based research examining the cognitive pathways underlying this relationship, and existing bias-reduction intervention efforts have thus far been conducted with exclusive focus on one domain or the other. Cognitive dissonance (CD)-based interventions have been identified as viable for reducing anti-fat bias directed toward the self and others. However, no study has yet examined whether the effects of these domain-specific interventions (e.g., anti-fat bias towards the self) extend to anti-fat bias in the non-targeted domain (e.g., anti-fat bias towards others). The present study aimed to address these gaps in the literature by comparing effects of brief CD-based interventions targeting anti-fat bias directed toward either the self or others on measures of anti-fat bias. Participants (N = 197, female-identifying undergraduates) were randomized to a writing activity prompting cognitive dissonance about either self-directed or other-directed anti-fat bias, or a bias-consistent control condition. Results indicated that participants in the CD intervention conditions showed significantly greater reductions in both explicit self- and other-directed anti-fat biases than those in the control condition, but results did not significantly differ across CD conditions. This supports the potential utility of interventions simultaneously targeting anti-fat bias in both domains and provides insight into the cognitive pathways underlying these related forms of bias.

Cognitive dissonance (CD)-based interventions have been shown to reduce anti-fat bias directed toward the self and others separately; however, no study has yet examined whether the effects of these domain-specific interventions extend to anti-fat bias in the non-targeted domain. This study aimed to address these gaps in the literature by comparing effects of brief CD-based writing task interventions targeting anti-fat bias directed toward either the self or others on a host of anti-fat bias measures. Results indicated that participants in both CD intervention conditions showed significantly greater reductions in both explicit self- and other-directed anti-fat biases than those in the control condition, which supports a potential utility of hybrid interventions simultaneously targeting anti-fat bias in both domains and provides insight into the cognitive pathways underlying these related forms of bias.

Examining how a documentary film can serve as an intervention to shift attitudes and behaviours around sexism in STEM.

"Picture a Scientist," a documentary featuring stories and research about bias in STEM, reached a large international audience. Yet, the extent to which this type of engaging media can impact gender bias remains unclear. In a unique collaboration between film creators and researchers, the current large-scale field studies explored whether "Picture a Scientist" functioned as an intervention and persuasive message targeting sexism in STEM. Study 1 found viewers who indicated more knowledge and stronger emotions, perspective-taking, and transportation after the film were more inspired to continue learning sexism in STEM and combating unfair treatment, suggesting the documentary engaged both classic and narrative persuasion processes. Employing a quasi-experimental design, Study 2 demonstrated that compared to those who had not watched the film (but intended to), participants who had viewed the film indicated higher awareness of gender bias, stronger intentions to address this bias, and participants in leadership reported stronger intentions to enact inclusive policies (for example, making it easier to report mistreatment). Our findings suggest that the use of this documentary may be a relatively low-cost and easily scalable online intervention, particularly when organizations lack resources for in-person workshops. These studies can help inform organizational trainings using this or similar documentaries.

Weighting positive versus negative: the fundamental nature of valence asymmetry.

OBJECTIVE: The relation between weighting of valence information in attitude generalization and evaluation of novel/hypothetical situations was explored. METHOD: Undergraduate participants played a computer game requiring them to learn which stimuli (beans) would increase/decrease their points. Later, participants classified the valence of game beans and novel ones varying in resemblance to game beans. The weighting bias in attitude generalization was estimated as the average response to novel beans, controlling for game bean learning. We examined whether this bias related to judgments of hypothetical situations concerning interpersonal relationships (Study 1), threat assessment (Study 2), risk propensities (Study 3), and risk behavior (Study 6). We also assessed whether valence weighting is specifically predictive of novel situations (Studies 4 and 5). Finally, we explored participants' ability to self-report their weighting bias (Study 7). RESULTS: Valence weighting in attitude generalization was related to judgments of novel situations and risk behavior. The performance-based measure did not correlate with responses to various questionnaires related to valence weighting. CONCLUSIONS: There is a fundamental individual difference associated with valence weighting, resulting in the relation between two processes unrelated in content, but sharing the essential characteristic of valence weighting-attitude generalization and evaluation of novel situations.

Black (patients') lives matter: Exploring the role of identity-safety cues in healthcare settings among Black Americans.

Two online experiments investigated whether hypothetical physicians' use of an identity-safety cue acknowledging systemic injustice (a Black Lives Matter pin) improves Black Americans' evaluations of the physician and feelings of identity-safety. Across studies, findings showed that when a White physician employed the identity-safety cue, Black Americans reported stronger perceptions of physician allyship and increased identity-safety (e.g. trust). As predicted, use of the identity-safety cue produced smaller or non-significant effects when employed by a Black physician. These benefits emerged regardless of physicians' perceived motivation for employing the cue (e.g. whether the physician was personally motivated to employ the cue or his medical practice encouraged use of the cue; Study 2). Furthermore, analyses revealed that exposure to the identity-safety cue promoted a greater sense of identity-safety for Black Americans due to increased perceptions that the physician is an ally for Black individuals. Implications of identity-safety cues for racially discordant medical interactions are discussed.

The relationship between racial discrimination and substance use: Does locus of control help explain risk?

Introduction: Exposure to racial discrimination has been consistently linked with risk for substance use. However, outside of externalizing and affect-based factors, few other mechanisms have been examined. One potential candidate is locus of control, a learning processes that involves the degree to which one attributes rewards as resulting from their own control (internal locus of control) versus outside control (external locus of control). There is evidence that exposure to stressors is associated with locus of control, with a separate body of literature linking locus of control with substance use. Thus, it is plausible that locus of control may be a mechanism underlying the relationship between racial discrimination and substance use. Methods: The current study investigated this pathway among 503 racial/ethnic minority adults aged 18-35 who completed an online questionnaire including measures on racial discrimination related stress, locus of control, and substance use. Results: Results indicated a significant indirect effect between racial discrimination related stress, two external domains of locus of control (i.e., powerful others and chance), and substance use. A significant indirect effect was not found for internal locus of control. Conclusion: These findings expand our understanding on potential mechanisms that underlie the racial discrimination-substance use risk pathway among racial/ethnic minority adults, which may in turn provide important targets for substance use intervention programming.

Does the future look bright? Processing style determines the impact of valence weighting biases and self-beliefs on expectations.

People regularly form expectations about their future, and whether those expectations are positive or negative can have important consequences. So, what determines the valence of people's expectations? Research seeking to answer this question by using an individual-differences approach has established that trait biases in optimistic/pessimistic self-beliefs and, more recently, trait biases in behavioral tendencies to weight one's past positive versus negative experiences more heavily each predict the valence of people's typical expectations. However, these two biases do not correlate, suggesting limits on a purely individual-differences approach to predicting people's expectations. We hypothesize that, because these two biases appear to operate via distinct processes (with self-beliefs operating top-down and valence weighting bias operating bottom-up), to predict a person's expectations on a given occasion, it is also critical to consider situational factors influencing processing style. To test this hypothesis, we investigated how an integral part of future thinking that influences processing style-mental imagery-determines each bias's influence. Two experiments measured valence weighting biases and optimistic/pessimistic self-beliefs, then manipulated whether participants formed expectations using their own first-person visual perspective (which facilitates bottom-up processes) or an external third-person visual perspective (which facilitates top-down processes). Expectations corresponded more with valence weighting biases from the first-person (vs. third-person) but more with self-beliefs from the third-person (vs. first-person). Two additional experiments manipulated valence weighting bias, demonstrating its causal role in shaping expectations (and behaviors) with first-person, but not third-person, imagery. These results suggest the two biases operate via distinct processes, holding implications for interventions to increase optimism. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Reducing STEM gender bias with VIDS (video interventions for diversity in STEM).

Gender biases contribute to the underrepresentation of women in STEM. In response, the scientific community has called for methods to reduce bias, but few validated interventions exist. Thus, an interdisciplinary group of researchers and filmmakers partnered to create VIDS (Video Interventions for Diversity in STEM), which are short videos that expose participants to empirical findings from published gender bias research in 1 of 3 conditions. One condition illustrated findings using narratives (compelling stories), and the second condition presented the same results using expert interviews (straightforward facts). A hybrid condition included both narrative and expert interview videos. Results of two experiments revealed that relative to controls, VIDS successfully reduced gender bias and increased awareness of gender bias, positive attitudes toward women in STEM, anger, empathy, and intentions to engage in behaviors that promote gender parity in STEM. The narratives were particularly impactful for emotions, while the expert interviews most strongly impacted awareness and attitudes. The hybrid condition reflected the strengths of both the narratives and expert interviews (though effects were sometimes slightly weaker than the other conditions). VIDS produced substantial immediate effects among both men and women in the general population and STEM faculty, and effects largely persisted at follow-up. (PsycINFO Database Record

Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom.

Active-learning environments such as those found in a flipped classroom are known to increase student performance, although how these gains are realized over the course of a semester is less well understood. In an upper-level lecture course designed primarily for biochemistry majors, we examine how students attain improved learning outcomes, as measured by exam scores, when the course is converted to a more active flipped format. The context is a physical chemistry course catering to life science majors in which approximately half of the lecture material is placed online and in-class problem-solving activities are increased, while total class time is reduced. We find that exam performance significantly improves by nearly 12% in the flipped-format course, due in part to students interacting with course material in a more timely and accurate manner. We also find that the positive effects of the flipped class are most pronounced for students with lower grade point averages and for female students.