U.S. Women Faculty in the Social Sciences Also Face Gender Inequalities.

There is a national interest in United States women's underrepresentation in science, technology, engineering, and mathematics (STEM); however, gender inequality in the social sciences has not received similar attention. Although women increasingly earn postgraduate degrees in the social sciences, women faculty still experience gender inequities. Consistent gender inequities include slower career advancement, blunted salaries, unequal workloads, work-life conflict, systemic gender biases, underrepresentation in positions of power, and hostile work environments. Cultural biases suggest that once women have achieved parity, gender bias no longer exists. This review challenges that notion by providing evidence from social science domains in which women are well-represented but continue to face systemic gender biases. We examine cultural influences on gender representation and career advancement in psychology, economics, political science, sociology, and anthropology. We make interdisciplinary comparisons of career trajectories and salaries using national data, documenting patterns across the social sciences. For example, women economists face gendered standards in publishing, and women political scientists are less likely to have their work cited than men. Furthermore, data show that salaries become stagnant as the representation of women in these fields increases. These disparities reflect cultural biases in perceptions of women's competence stemming from social role theory. We discuss best practices to address these problems, focusing on the ADVANCE organizational change programs funded by the National Science Foundation that target (a) improving academic climate, (b) providing professional development, and (c) fostering social networking. Federally supported interventions can reveal systemic gender biases in academia and reduce gender disparities for women academics in the social sciences.

Gender inequality in academia: Problems and solutions for women faculty in STEM.

Recently there is widespread interest in women's underrepresentation in science, technology, engineering, and mathematics (STEM); however, progress toward gender equality in these fields is slow. More alarmingly, these gender disparities worsen when examining women's representation within STEM departments in academia. While the number of women receiving postgraduate degrees has increased in recent years, the number of women in STEM faculty positions remains largely unchanged. One explanation for this lack of progress toward gender parity is negative and pervasive gender stereotypes, which may facilitate hiring discrimination and reduce opportunities for women's career advancement. Women in STEM also have lower social capital (e.g., support networks), limiting women's opportunities to earn tenure and learn about grant funding mechanisms. Women faculty in STEM may also perceive their academic climate as unwelcoming and threatening, and report hostility and uncomfortable tensions in their work environments, such as sexual harassment and discrimination. Merely the presence of gender-biased cues in physical spaces targeted toward men (e.g., "geeky" décor) can foster a sense of not belonging in STEM. We describe the following three factors that likely contribute to gender inequalities and women's departure from academic STEM fields: (a) numeric underrepresentation and stereotypes, (b) lack of supportive social networks, and (c) chilly academic climates. We discuss potential solutions for these problems, focusing on National Science Foundation-funded ADVANCE organizational change interventions that target (a) recruiting diverse applicants (e.g., training search committees), (b) mentoring, networking, and professional development (e.g., promoting women faculty networks); and (c) improving academic climate (e.g., educating male faculty on gender bias).

I'm tired and feel like drinking: Viewing alcohol cues after exerting self-control increases approach motivation among individuals lower in alcohol sensitivity.

Exerting self-control depletes capacity for future self-control, which can promote greater alcohol use. However, certain populations may be more susceptible to these effects of depleted self-control capacity. For example, individuals with lower alcohol sensitivity (i.e., requiring more drinks to experience the effects of alcohol) are a high-risk group who are likely to engage in hazardous alcohol use and develop an alcohol use disorder. Those lower in alcohol sensitivity also exhibit heightened motivational reactivity in response to alcohol-related cues, which may be enhanced following exertion of self-control. However, whether drinkers lower in alcohol sensitivity are at higher risk for exhibiting greater motivations toward alcohol-related cues after exerting self-control is unclear. The current research examined the role of alcohol sensitivity in predicting approach motivation following exertion of self-control. It was expected drinkers exerting self-control would exhibit greater orientation toward rewarding cues, particularly after viewing alcohol-related cues. However, we predicted this pattern would be most prominent among drinkers lower in alcohol sensitivity. Experiment 1 supported these hypotheses, with lower alcohol sensitivity predicting greater approach motivation among drinkers required to exert self-control prior to viewing alcohol-related compared to neutral cues. Experiment 2 aimed to replicate these findings by assessing asymmetrical frontal cortical activation, an index of approach motivation. Drinkers with lower alcohol sensitivity exhibited greater relative left frontal cortical activation, consistent with approach motivation, while viewing alcohol-related cues following exertion of self-control. Results have implications for interventions aimed at identifying those at risk for greater alcohol motivations during states of mental exhaustion. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Cardiovascular and Self-Regulatory Consequences of SES-Based Social Identity Threat.

This work examined the effects of socioeconomic status (SES)-based social identity threat on cardiovascular indexes of challenge and threat and self-regulatory strength. Participants ( N = 104) took an exam described as either diagnostic of intellectual ability (identity threat) or framed as a problem-solving task (control) while we recorded cardiovascular reactivity and assessed participants' physical self-control. Under identity threat, lower SES students exhibited impaired performance, reduced self-control, and cardiovascular threat reactivity. In contrast, higher SES students under threat exhibited the reverse pattern-a boost in performance, no change in self-regulation, and cardiovascular challenge reactivity. Furthermore, while measures of general arousal (heart rate and pre-ejection period) were unrelated to performance, cardiovascular patterns of challenge and threat were significantly associated with performance under identity threat. Results provide evidence that SES-based stigma influences physiological and self-regulatory processes.

The Benefits of Attending the Annual Biomedical Research Conference for Minority Students (ABRCMS): The Role of Research Confidence.

The Annual Biomedical Research Conference for Minority Students (ABRCMS) is designed to support undergraduate students' professional development as future scientists. Juniors, seniors, and postbaccalaureates who attended ABRCMS during 2008-2011 were emailed a link to an online questionnaire in which they reported their experiences at the conference. Attendees reported many ABRCMS-provided benefits. Frequency of attending or presenting at ABRCMS is positively related to science self-efficacy, research confidence, sense of belonging in science, and intentions to pursue a research degree in graduate school. Increased research confidence predicts graduate school plans and intentions for a research career in science; however, men were slightly more likely to intend to pursue a research career than women, likely due to higher research confidence. Although all attendees benefited from ABRCMS, underrepresented minority (URM) students had higher science self-efficacy and sense of belonging in science after attending ABRCMS than non-URM students. This finding demonstrates the effectiveness of ABRCMS as an intervention to increase the representation and success of URMs in science. Results highlight the importance of attending a minority-oriented research conference where URMs can develop their science self-efficacy, research confidence, and sense of belonging in science. However, changes to the conference and undergraduate research experiences may be necessary to reduce gender gaps.

Addressing Stereotype Threat is Critical to Diversity and Inclusion in Organizational Psychology.

Recently researchers have debated the relevance of stereotype threat to the workplace. Critics have argued that stereotype threat is not relevant in high stakes testing such as in personnel selection. We and others argue that stereotype threat is highly relevant in personnel selection, but our review focused on underexplored areas including effects of stereotype threat beyond test performance and the application of brief, low-cost interventions in the workplace. Relevant to the workplace, stereotype threat can reduce domain identification, job engagement, career aspirations, and receptivity to feedback. Stereotype threat has consequences in other relevant domains including leadership, entrepreneurship, negotiations, and competitiveness. Several institutional and individual level intervention strategies that have been field-tested and are easy to implement show promise for practitioners including: addressing environmental cues, valuing diversity, wise feedback, organizational mindsets, reattribution training, reframing the task, values-affirmation, utility-value, belonging, communal goal affordances, interdependent worldviews, and teaching about stereotype threat. This review integrates criticisms and evidence into one accessible source for practitioners and provides recommendations for implementing effective, low-cost interventions in the workplace.

Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.

Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms.

Discrimination and the stress response: psychological and physiological consequences of anticipating prejudice in interethnic interactions.

OBJECTIVES: We sought to demonstrate that individuals who anticipate interacting with a prejudiced cross-race/ethnicity partner show an exacerbated stress response, as measured through both self-report and hemodynamic and vascular responses, compared with individuals anticipating interacting with a nonprejudiced cross-race/ethnicity partner. METHODS: Through a questionnaire exchange with a White interaction partner (a confederate) Latina participants learned that their partner had racial/ethnic biased or egalitarian attitudes. Latina participants reported their cognitive and emotional states, and cardiovascular responses were measured while participants prepared and delivered a speech to the White confederate. RESULTS: Participants who believed that their interaction partner held prejudiced attitudes reported greater concern and more threat emotions before the interaction, and more stress after the interaction, and showed greater cardiovascular response than did participants who believed that their partner had egalitarian attitudes. CONCLUSIONS: This study shows that merely anticipating prejudice leads to both psychological and cardiovascular stress responses. These results are consistent with the conceptualization of anticipated discrimination as a stressor and suggest that vigilance for prejudice may be a contributing factor to racial/ethnic health disparities in the United States.

Let's talk about sex: how comfortable discussions about sex impact teen sexual behavior.

A secondary analysis of data from 1,039 Latino adolescents who participated in a study of a sex education program was conducted to examine the impact of comfortable communication about sex on intended and actual sexual behavior. Results indicate that Latino adolescents have a broad communicative network, including friends, dating partners, and extended family members, with whom they talk about sex. Regression analyses suggest comfortable sexual communication is predictive of less likelihood of being sexually active, older at first intercourse, and increased intentions to delay intercourse.