Gender Inclusion and Fit in STEM.

Despite progress made toward increasing women's interest and involvement in science, technology, engineering, and math (STEM), women continue to be underrepresented and experience less equity and inclusion in some STEM fields. In this article, I review the psychological literature relevant to understanding and mitigating women's lower fit and inclusion in STEM. Person-level explanations concerning women's abilities, interests, and self-efficacy are insufficient for explaining these persistent gaps. Rather, women's relatively lower interest in male-dominated STEM careers such as computer science and engineering is likely to be constrained by gender stereotypes. These gender stereotypes erode women's ability to experience self-concept fit, goal fit, and/or social fit. Such effects occur independently of intentional interpersonal biases and discrimination, and yet they create systemic barriers to women's attraction to, integration in, and advancement in STEM. Dismantling these systemic barriers requires a multifaceted approach to changing organizational and educational cultures at the institutional, interpersonal, and individual level.

When People Do Allyship: A Typology of Allyship Action.

ACADEMIC ABSTRACT: Despite increased popular and academic interest, there is conceptual ambiguity about what allyship is and the forms it takes. Viewing allyship as a practice, we introduce the typology of allyship action which organizes the diversity of ways that advantaged individuals seek to support those who are disadvantaged. We characterize allyship actions as reactive (addressing bias when it occurs) and proactive (fostering positive outcomes such as feelings of inclusion, respect, and capacity), both of which can vary in level of analysis (i.e., targeting oneself, one or a few other individuals, or institutions). We use this framework to profile six productive yet largely independent bodies of social psychological literature on social action and directly compare relative benefits and constraints of different actions. We suggest several future directions for empirical research, using the typology of allyship to understand when, where, and how different forms of allyship might succeed. PUBLIC ABSTRACT: Despite increased popular and academic interest in the word, people differ in what they believe allyship is and the forms it takes. Viewing allyship as a practice, we introduce a new way (the typology of allyship action) to describe how advantaged individuals seek to support those who are disadvantaged. We characterize allyship actions as reactive (addressing bias when it occurs) and proactive (increasing positive outcomes such as feelings of inclusion, respect, and capacity), both of which can vary in level (i.e., targeting oneself, one or a few other individuals, or institutions). We use this framework to profile six large yet mostly separate areas of social psychological research on social action and directly compare the relative benefits and limitations of different actions. We suggest several future directions for how the typology of allyship action can help us understand when, where, and how different forms of allyship might succeed.

Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability.

Girls and women face persistent negative stereotyping within STEM (science, technology, engineering, mathematics). This field intervention was designed to improve boys' perceptions of girls' STEM ability. Boys (N = 667; mostly White and East Asian) aged 9-15 years in Canadian STEM summer camps (2017-2019) had an intervention or control conversation with trained camp staff. The intervention was a multi-stage persuasive appeal: a values affirmation, an illustration of girls' ability in STEM, a personalized anecdote, and reflection. Control participants discussed general camp experiences. Boys who received the intervention (vs. control) had more positive perceptions of girls' STEM ability, d = 0.23, an effect stronger among younger boys. These findings highlight the importance of engaging elementary-school-aged boys to make STEM climates more inclusive.

Mapping social exclusion in STEM to men's implicit bias and women's career costs.

Why are women socially excluded in fields dominated by men? Beyond the barriers associated with any minority group's mere numerical underrepresentation, we theorized that gender stereotypes exacerbate the social exclusion of women in science, technology, engineering, and math (STEM) workplaces, with career consequences. Although widely discussed, clear evidence of these relationships remains elusive. In a sample of 1,247 STEM professionals who work in teams, we tested preregistered hypotheses that acts of gendered social exclusion are systematically associated with both men's gender stereotypes (Part 1) and negative workplace outcomes for women (Part 2). Combining social network metrics of inclusion and reaction time measures of implicit stereotypes (the tendency to "think STEM, think men"), this study provides unique empirical evidence of the chilly climate women often report experiencing in STEM. Men with stronger implicit gender stereotypes had fewer social ties to female teammates. In turn, women (but not men) with fewer incoming cross-gender social ties reported worse career fit and engagement. Moderated mediation revealed that for women (but not men), cross-gender social exclusion was linked to more negative workplace outcomes via lower social fit. Effects of social exclusion were distinct from respect. We discuss the possible benefits of fostering positive cross-gender social relationships to promote women's professional success in STEM.

Early Gender Differences in Core Values Predict Anticipated Family Versus Career Orientation.

Communion and agency are often described as core human values. In adults, these values predict gendered role preferences. Yet little work has examined the extent to which young boys and girls explicitly endorse communal and agentic values and whether early gender differences in values predict boys' and girls' different role expectations. In a sample of 411 children between the ages of 6 and 14 years, we found consistent gender differences in endorsement of communal and agentic values. Across this age range, boys endorsed communal values less and agentic values more than did girls. Moreover, gender differences in values partially accounted for boys' relatively lower family versus career orientation, predicting their orientation over and above gender identification and parent reports of children's gender expression. These findings suggest that gender differences in core values emerge surprisingly early in development and predict children's expectations well before they make decisions about adopting adult roles in their own families.

State Authenticity as Fit to Environment: The Implications of Social Identity for Fit, Authenticity, and Self-Segregation.

People seek out situations that "fit," but the concept of fit is not well understood. We introduce State Authenticity as Fit to the Environment (SAFE), a conceptual framework for understanding how social identities motivate the situations that people approach or avoid. Drawing from but expanding the authenticity literature, we first outline three types of person-environment fit: self-concept fit, goal fit, and social fit. Each type of fit, we argue, facilitates cognitive fluency, motivational fluency, and social fluency that promote state authenticity and drive approach or avoidance behaviors. Using this model, we assert that contexts subtly signal social identities in ways that implicate each type of fit, eliciting state authenticity for advantaged groups but state inauthenticity for disadvantaged groups. Given that people strive to be authentic, these processes cascade down to self-segregation among social groups, reinforcing social inequalities. We conclude by mapping out directions for research on relevant mechanisms and boundary conditions.

Psychosocial predictors of changes in adolescent girls' physical activity and dietary behaviors over the course of the Go Girls! group-based mentoring program.

Changes in social cognitions targeted within a group-based mentoring program for adolescent girls were examined as predictors of changes in physical activity (PA) and dietary behavior (in two separate models) over the course of the 7-week program. Data were collected from 310 participants who participated in the program. Multilevel path models were used to assess changes in psychosocial variables predicting changes in behavioral outcomes from pre- to post-program. Analyses revealed that 24.4 and 12.3% of the variance in increases in PA and dietary behavior, respectively, was explained by increases in affective and instrumental attitudes, self-regulatory efficacy (SRE), and intentions. Increases in intentions partially mediated the effects of increases in SRE and affective attitudes on increases in PA behavior. In relation to improvements in dietary behavior, increases in intentions and SRE directly predicted improvements in dietary behavior. These findings suggest potential psychological mechanisms through which a group-based mentoring program may lead to changes in adolescent girls' health-enhancing PA and dietary behaviors.

An underexamined inequality: cultural and psychological barriers to men's engagement with communal roles.

Social psychological research has sought to understand and mitigate the psychological barriers that block women's interest, performance, and advancement in male-dominated, agentic roles (e.g., science, technology, engineering, and math). Research has not, however, correspondingly examined men's underrepresentation in communal roles, traditionally occupied by women (e.g., careers in health care, early childhood education, and domestic roles including child care). In this article, we seek to provide a roadmap for research on this underexamined inequality by (a) outlining the benefits of increasing men's representation in communal roles; (b) reviewing cultural, evolutionary, and historical perspectives on the asymmetry in status assigned to men's and women's roles; and (c) articulating the role of gender stereotypes in creating social and psychological barriers to men's interest and inclusion in communal roles. We argue that promoting equal opportunities for both women and men requires a better understanding of the psychological barriers to men's involvement in communal roles.

GrOup based physical Activity for oLder adults (GOAL) randomized controlled trial: study protocol.

BACKGROUND: Physical activity has health benefits across the lifespan, yet only 13 % of Canadian older adults are sufficiently active. Results from a number of observational studies indicate that adults display positive preferences for exercising with others of a similar age and same gender, and that intra-group age- and gender-similarity are associated with elevated exercise adherence. However, research has yet to experimentally examine the extent to which intra-group age- and gender-related similarity affect exercise adherence behaviors. METHODS/DESIGN: The GrOup-based physical Activity for oLder adults (GOAL) trial is a three-arm randomized control trial that will examine the efficacy of two different group-based exercise programs for older adults (informed by the tenets of self-categorization theory) in relation to a standard group-based exercise program. Within this manuscript we outline the design and proposed evaluation of the GOAL trial. The first arm is comprised of exercise groups made up of participants of a similar-age and of the same gender; the second arm consists of groups with similar-aged mixed gender participants; the control arm is comprised of mixed-aged mixed gender participants. We aim to compare the adherence rates of participants across conditions, as well as potential moderation effects and mediating mechanisms. DISCUSSION: Results from this trial will inform intervention designs to improve the exercise adherence behaviors of older adult. At a systems-level, should support be derived for the efficacy of the interventions tested in this trial, changing group composition (i.e., age, gender) represents a feasible program adaptation for physical activity centers. TRIAL REGISTRATION: ClinicalTrials.gov # NCT02023632 . Registered December 13, 2013.

The second shift reflected in the second generation: do parents' gender roles at home predict children's aspirations?

Gender inequality at home continues to constrain gender equality at work. How do the gender disparities in domestic labor that children observe between their parents predict those children's visions for their future roles? The present research examined how parents' behaviors and implicit associations concerning domestic roles, over and above their explicit beliefs, predict their children's future aspirations. Data from 326 children aged 7 to 13 years revealed that mothers' explicit beliefs about domestic gender roles predicted the beliefs held by their children. In addition, when fathers enacted or espoused a more egalitarian distribution of household labor, their daughters in particular expressed a greater interest in working outside the home and having a less stereotypical occupation. Fathers' implicit gender-role associations also uniquely predicted daughters' (but not sons') occupational preferences. These findings suggest that a more balanced division of household labor between parents might promote greater workforce equality in future generations.

For the overweight, is proximity to in-shape, normal-weight exercisers a deterrent or an attractor? An examination of contextual preferences.

BACKGROUND: For the overweight, is the thought of exercising in close proximity to physically fit, normal-weight individuals a deterrent or an attractor? Efforts to address this question stand to inform future intervention-based research. PURPOSE: The purpose of the study was to examine whether overweight individuals possess a preference for exercising alongside similarly overweight (relative to in-shape, normalweight) persons. METHODS: Relying upon an experimental paradigm, American participants evaluated one of four exercise contexts and completed a measure of social physique anxiety. RESULTS: Overweight participants high in social physique anxiety exhibited a preference for exercise contexts comprised of other overweight individuals whereas overweight participants low in physique anxiety exhibited a preference for contexts comprised of in-shape, normal-weight individuals. A relative preference for social contexts among normal-weight participants was not observed. CONCLUSIONS: These findings suggest that the provision of group-based programs designed exclusively for the overweight may be appropriate for overweight individuals anxious about the evaluation of their physique. These results also suggest that such programs may conflict with the preferences of overweight persons with a low degree of social physique anxiety. Thus, for the overweight (but not the normal-weight), exercising in close proximity to in-shape, normal-weight individuals can be both a deterrent and an attractor.

Effects of social belonging and task framing on exercise cognitions and behavior.

The objective of the studies presented in this paper was to examine whether the need to belong can be used to enhance exercise cognitions and behavior. Two studies examined the effectiveness of framing exercise as a means of boosting social skills (versus health benefits) for self-regulatory efficacy, exercise intentions, and (in Study 2) exercise behavior. In Study 1, inactive adults primed to feel a lack of social belonging revealed that this manipulation led to greater self-regulatory efficacy (but not exercise intentions). In Study 2, involving a sample of inactive lonely adults, all participants reported engaging in more exercise; however, those in the social skills condition also reported a greater sense of belonging than those in the health benefits comparison condition. These findings provide an important basis for developing physical activity interventions that might be particularly relevant for people at risk for feeling socially isolated or lonely.

The SAFE Model: State Authenticity as a Function of Three Types of Fit.

The SAFE model asserts that state authenticity stems from three types of fit to the environment. Across two studies of university students, we validated instruments measuring self-concept, goal, and social fit as unique predictors of state authenticity. In Study 1 (N = 969), relationships between fit and state authenticity were robust to controlling for conceptually similar and distinct variables. Using experience sampling methodology, Study 2 (N = 269) provided evidence that fit and authenticity co-vary at the state (i.e., within-person) level, controlling for between-person effects. Momentary variation in each fit type predicted greater state authenticity, willingness to return to the situation, and state attachment to one's university. Each fit type was also predicted by distinct contextual features (e.g., location, activity, company). Supporting a theorized link to cognitive fluency, situations eliciting self-concept fit elicited higher working memory capacity and lower emotional burnout. We discuss the implications of fit in educational contexts.

Did Descriptive and Prescriptive Norms About Gender Equality at Home Change During the COVID-19 Pandemic? A Cross-National Investigation.

Using data from 15 countries, this article investigates whether descriptive and prescriptive gender norms concerning housework and child care (domestic work) changed after the onset of the COVID-19 pandemic. Results of a total of 8,343 participants (M = 19.95, SD = 1.68) from two comparable student samples suggest that descriptive norms about unpaid domestic work have been affected by the pandemic, with individuals seeing mothers' relative to fathers' share of housework and child care as even larger. Moderation analyses revealed that the effect of the pandemic on descriptive norms about child care decreased with countries' increasing levels of gender equality; countries with stronger gender inequality showed a larger difference between pre- and post-pandemic. This study documents a shift in descriptive norms and discusses implications for gender equality-emphasizing the importance of addressing the additional challenges that mothers face during health-related crises.

Do Measures of Systemizing and Empathizing Reflect Perceptions of Gender Differences in Learning Affordances?

Gender differences in systemizing and empathizing are sometimes attributed to inherent biological factors. We tested whether such effects are more often interpreted as reflecting men's and women's different learning affordances. Study 1 (N = 624) estimated gender differences in item-level activities from systemizing and empathizing scales (SQ, EQ) in large representative samples. Lay coders (Study 2, N = 199) and psychology experts (Study 3, N = 116) rated SQ and EQ activities as being more learned (vs. innate) and believed that men receive more systemizing and women receive more empathizing (Study 3 only) affordances. Items showing the largest gender differences in Study 1 were those rated as having the largest gender affordances (more than gendered genetic advantages) in Studies 2 and 3. Claims about inherent sex differences in systemizing, and to a lesser degree empathizing, appear to be out of step with a consensus view from the public and psychological scientists.

Meta-analytic evidence against sex differences in infants' and toddlers' preference for prosocial agents.

Can well-documented gender differences in evaluations of prosocial versus antisocial actions found in childhood and adulthood be traced to sex differences in basic sociomoral preferences in infancy? We provide an answer to this question by meta-analyzing sex differences in preference for prosocial over antisocial agents in a set of 53 samples of American and European infants and toddlers aged between 4 and 32 months (N = 1,094). Although the original studies were agnostic to sex differences, we were able to retrieve the original data sets and estimate the effect of infants' and toddlers' sex on sociomoral preferences. Employing both a standard frequentist and a Bayesian approach to meta-analysis, we found strong evidence supporting the absence of sex differences in sociomoral preferences among infants and toddlers. We discuss the relevance of this finding for theories and descriptions of the emergence and developmental trajectory of gender differences in morality. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The misjudgment of men: Does pluralistic ignorance inhibit allyship?

People are often reluctant to speak out publicly as allies to marginalized groups. We conducted three preregistered studies examining whether pluralistic ignorance (Miller & McFarland, 1991; Prentice, 2007; Prentice & Miller, 1993) inhibits allyship. We first hypothesized that, if men rarely enact allyship toward women (e.g., in science, technology, engineering, and mathematics [STEM] fields), people will underestimate men's beliefs that sexism is problematic. Second, these misperceptions might then predict men's (and women's) own inaction, despite their private beliefs about gender bias. Additionally, men with higher masculinity concerns might be particularly inhibited from enacting allyship by their belief that other men are unconcerned with gender bias. All three studies yielded evidence that men and women underestimate men's privately expressed concerns about gender bias in STEM contexts. In correlational analyses, Studies 1 and 2 also revealed that among men high in precarious masculinity concerns, the belief that other men do not see bias as a problem predicted lower allyship intentions, controlling for their own beliefs about gender bias. Although experimentally correcting these beliefs with data changed perceptions (Studies 2 and 3), this was insufficient to increase allyship. Rather, in an ecologically valid behavioral paradigm (Study 3), allyship behavior was elevated when participants observed others confronting versus not confronting sexism. These findings suggest that perceptions of men's average beliefs inhibit allyship intentions; however, merely correcting these misperceptions might not be enough to motivate actual confrontation. We discuss the implications of these findings for a pluralistic ignorance account of allyship inhibition and for practical interventions aimed at promoting allyship. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Why Antibias Interventions (Need Not) Fail.

There is a critical disconnect between scientific knowledge about the nature of bias and how this knowledge gets translated into organizational debiasing efforts. Conceptual confusion around what implicit bias is contributes to misunderstanding. Bridging these gaps is the key to understanding when and why antibias interventions will succeed or fail. Notably, there are multiple distinct pathways to biased behavior, each of which requires different types of interventions. To bridge the gap between public understanding and psychological research, we introduce a visual typology of bias that summarizes the process by which group-relevant cognitions are expressed as biased behavior. Our typology spotlights cognitive, motivational, and situational variables that affect the expression and inhibition of biases while aiming to reduce the ambiguity of what constitutes implicit bias. We also address how norms modulate how biases unfold and are perceived by targets. Using this typology as a framework, we identify theoretically distinct entry points for antibias interventions. A key insight is that changing associations, increasing motivation, raising awareness, and changing norms are distinct goals that require different types of interventions targeting individual, interpersonal, and institutional structures. We close with recommendations for antibias training grounded in the science of prejudice and stereotyping.

Exposure to stereotype-relevant stories shapes children's implicit gender stereotypes.

Implicit math = male stereotypes have been found in early childhood and are linked to girls' disproportionate disengagement from math-related activities and later careers. Yet, little is known about how malleable children's automatic stereotypes are, especially in response to brief interventions. In a sample of 336 six- to eleven-year-olds, we experimentally tested whether exposure to a brief story vignette intervention with either stereotypical, neutral, or counter-stereotypical content (three conditions: math = boy vs. neutral vs. math = girl) could change implicit math-gender stereotypes. Results suggested that children's implicit math = male stereotypes were indeed responsive to brief stories that either reinforced or countered the widespread math = male stereotype. Children exposed to the counter-stereotypical stories showed significantly lower (and non-significant) stereotypes compared to children exposed to the stereotypical stories. Critically, exposure to stories that perpetuated math = male stereotypes significantly increased math-gender stereotypes over and above baseline, underscoring that implicit gender biases that are readily formed during this period in childhood and even brief exposure to stereotypical content can strengthen them. As a secondary question, we also examined whether changes in stereotypes might also lead to changes in implicit math self-concept. Evidence for effects on implicit self-concept were not statistically significant.

The effect of gender stereotypes on young girls' intuitive number sense.

Despite the global importance of science, engineering, and math-related fields, women are consistently underrepresented in these areas. One source of this disparity is likely the prevalence of gender stereotypes that constrain girls' and women's math performance and interest. The current research explores the developmental roots of these effects by examining the impact of stereotypes on young girls' intuitive number sense, a universal skill that predicts later math ability. Across four studies, 762 children ages 3-6 were presented with a task measuring their Approximate Number System accuracy. Instructions given before the task varied by condition. In the two control conditions, the task was described to children either as a game or a test of eyesight ability. In the experimental condition, the task was described as a test of math ability and that researchers were interested in whether boys or girls were better at math and counting. Separately, we measured children's explicit beliefs about math and gender. Results conducted on the combined dataset indicated that while only a small number of girls in the sample had stereotypes associating math with boys, these girls performed significantly worse on a test of Approximate Number System accuracy when it was framed as a math test rather than a game or an eyesight test. These results provide novel evidence that for young girls who do endorse stereotypes about math and gender, contextual activation of these stereotypes may impair their intuitive number sense, potentially affecting their acquisition of formal mathematics concepts and developing interest in math-related fields.