Kathryn L. Boucher

The effect of negative performance stereotypes on learning.

Stereotype threat (ST) research has focused exclusively on how negative group stereotypes reduce performance. The present work examines if pejorative stereotypes about women in math inhibit their ability to learn the mathematical rules and operations necessary to solve math problems. In Experiment 1, women experiencing ST had difficulty encoding math-related information into memory and, therefore, learned fewer mathematical rules and showed poorer math performance than did controls. In Experiment 2, women experiencing ST while learning modular arithmetic (MA) performed more poorly than did controls on easy MA problems; this effect was due to reduced learning of the mathematical operations underlying MA. In Experiment 3, ST reduced womens, but not mens, ability to learn abstract mathematical rules and to transfer these rules to a second, isomorphic task. This work provides the first evidence that negative stereotypes about women in math reduce their level of mathematical learning and demonstrates that reduced learning due to stereotype threat can lead to poorer performance in negatively stereotyped domains.

Stereotype threat prevents perceptual learning

Stereotype threat (ST) refers to a situation in which a member of a group fears that her or his performance will validate an existing negative performance stereotype, causing a decrease in performance. For example, reminding women of the stereotype “women are bad at math” causes them to perform more poorly on math questions from the SAT and GRE. Performance deficits can be of several types and be produced by several mechanisms. We show that ST prevents perceptual learning, defined in our task as an increasing rate of search for a target Chinese character in a display of such characters. Displays contained two or four characters and half of these contained a target. Search rate increased across a session of training for a control group of women, but not women under ST. Speeding of search is typically explained in terms of learned “popout” (automatic attraction of attention to a target). Did women under ST learn popout but fail to express it? Following training, the women were shown two colored squares and asked to choose the one with the greater color saturation. Superimposed on the squares were task-irrelevant Chinese characters. For women not trained under ST, the presence of a trained target on one square slowed responding, indicating that training had caused the learning of an attention response to targets. Women trained under ST showed no slowing, indicating that they had not learned such an attention response.

Capitalizing on Multiple Social Identities to Prevent Stereotype Threat: The Moderating Role of Self-Esteem

One troubling aspect of membership in a stigmatized group is that negative stereotypes about the group’s performance affect one’s personal performance (i.e., stereotype threat). Women who are made aware of the negative stereotype that “women are bad at math” perform worse than women who are not made aware of this stereotype. However, women can use an “escape hatch” to avoid stereotype threat by identifying with another social identity (i.e., college students) that has positive stereotypes for math performance and having greater feelings of self-worth. This research shows that women who had greater self-esteem and were presented with an alternative, positive social identity were buffered from stereotype threat by eliminating working memory decrements responsible for poor math performance. Women lower in self-esteem, however, did not benefit from a positive, alternative social identity when it was available and thus fell prey to stereotype-based working memory and performance decrements.

Impact of Negation Salience and Cognitive Resources on Negation During Attitude Formation

Because of the increased cognitive resources required to process negations, past research has shown that explicit attitude measures are more sensitive to negations than implicit attitude measures. The current work demonstrated that the differential impact of negations on implicit and explicit attitude measures was moderated by (a) the extent to which the negation was made salient and (b) the amount of cognitive resources available during attitude formation. When negations were less visually salient, explicit but not implicit attitude measures reflected the intended valence of the negations. When negations were more visually salient, both explicit and implicit attitude measures reflected the intended valence of the negations, but only when perceivers had ample cognitive resources during encoding. Competing models of negation processing, schema-plus-tag and fusion, were examined to determine how negation salience impacts the processing of negations.

The Role of Motivational and Persuasive Message Factors in Changing Implicit Attitudes Toward Smoking

The current work examined the extent to which nicotine level affects the receptiveness of cigarette smokers to a compelling (strong) or a specious (weak) antismoking, public service announcement (PSA). The combination of nicotine loading (i.e., having just smoked a cigarette) and a strong antismoking PSA led to significantly more negative implicit evaluations of cigarettes; however, explicit evaluations were not changed by nicotine level or PSA quality. Smokers’ implicit evaluations of cigarettes were affected only by compelling PSAs when they had recently smoked but not when they were nicotine deprived or when they viewed weak PSAs. Because implicit evaluations of cigarettes predict deliberate smoking-related decisions, it is important to understand which factors can render these implicit evaluations relatively more negative.

Can I Work with and Help Others in This Field? How Communal Goals Influence Interest and Participation in STEM Fields

Although science, technology, engineering, and mathematics (STEM) disciplines as a whole have made advances in gender parity and greater inclusion for women, these increases have been smaller or nonexistent in computing and engineering compared to other fields. In this focused review, we discuss how stereotypic perceptions of computing and engineering influence who enters, stays, and excels in these fields. We focus on communal goal incongruity–the idea that some STEM disciplines like engineering and computing are perceived as less aligned with peoples communal goals of collaboration and helping others. In Part 1, we review the empirical literature that demonstrates how perceptions that these disciplines are incongruent with communal goals can especially deter women and girls, who highly endorse communal goals. In Part 2, we extend this perspective by reviewing accumulating evidence that perceived communal goal incongruity can deter any individual who values communal goals. Communal opportunities within computing and engineering have the potential to benefit first generation college students, underrepresented minority students, and communally-oriented men (as well as communally-oriented women). We describe the implications of this body of literature: describing how opting out of STEM in order to pursue fields perceived to encourage the pursuit of communal goals leave the stereotypic (mis)perceptions of computing and engineering unchanged and exacerbate female underrepresentation. In Part 3, we close with recommendations for how communal opportunities in computing and engineering can be highlighted to increase interest and motivation. By better integrating and publically acknowledging communal opportunities, the stereotypic perceptions of these fields could gradually change, making computing and engineering more inclusive and welcoming to all.

Age Effects on Trustworthiness Activation and Trust Biases in Face Perception

Objective Older adults evaluate faces as being more trustworthy than do younger adults. The present work examined whether aging is associated with changes in the dynamic activation of trustworthiness categories toward faces, and if category activation relates to enhanced trust. Method Younger and older adults categorized faces as trustworthy or untrustworthy while computer mouse trajectories were recorded to measure dynamic category activation. Results Older, but not younger, adults had more dynamic category activation (i.e., trustworthy and untrustworthy) when they viewed untrustworthy versus trustworthy faces. This tendency predicted a bias (pronounced with age) toward evaluating faces as being trustworthy. Discussion A pronounced trust bias in aging may be related to greater dynamic activation of trustworthiness (vs untrustworthiness) when perceiving faces.