Rachael D. Robnett

Women Are More Likely Than Men to Use Tentative Language, Aren’t They? A Meta-Analysis Testing for Gender Differences and Moderators

Robin Lakoff proposed that women are more likely than men to use tentative speech forms (e.g., hedges, qualifiers/disclaimers, tag questions, intensifiers). Based on conflicting results from research testing Lakoff’s claims, a meta-analysis of studies testing gender differences in tentative language was conducted. The sample included 29 studies with 39 independent samples and a combined total sample of 3,502 participants. Results revealed a statistically significant but small effect size (d = .23), indicating that women were somewhat more likely than men to use tentative speech. In addition, methodological moderators (operational definition, observation length, recording method, author gender, and year of study) and contextual moderators (gender composition, familiarity, student status, group size, conversational activity, and physical setting) were tested. Effect sizes were significantly larger in studies that (a) observed longer (vs. shorter) conversations, (b) sampled undergraduates (vs. other adults), (c) observed groups (vs. dyads), and (d) occurred in research labs (vs. other settings). The moderator effects are interpreted as supporting proposals that womens greater likelihood of tentative language reflects interpersonal sensitivity rather than a lack of assertiveness. In addition, the influence of self-presentation concerns in the enactment of gender-typed behavior is discussed.

Gender Bias in STEM Fields Variation in Prevalence and Links to STEM Self-Concept

The current study focuses on girls’ and women’s reported experiences with gender bias in fields related to science, technology, engineering, and math (STEM). In the first set of analyses, I examined whether the prevalence of self-reported gender bias varied depending on the educational context. I then examined whether experiencing gender bias was associated with lower STEM self-concept and, if so, whether having a supportive network of STEM peers would buffer this effect. Data were collected through a self-report survey that was administered to high school girls who aspired to have STEM careers, women in STEM undergraduate majors, and women in STEM doctoral programs. Overall, 61% of participants reported experiencing gender bias in the past year, but the prevalence rate varied according to their phase of education and field of study. In particular, women in math-intensive undergraduate majors were especially likely to encounter gender bias, which predominately originated from male peers in their major. As expected, participants who encountered gender bias had lower STEM self-concept than participants who did not. However, this effect was attenuated for participants who also had a supportive network of STEM peers. These findings suggest that positive peer connections may be a valuable resource for girls and women in the STEM pipeline.

“Girls Don’t Propose! Ew.” A Mixed-Methods Examination of Marriage Tradition Preferences and Benevolent Sexism in Emerging Adults

Thematic analysis was used to explore how emerging adults explained their preferences for two marriage traditions: marriage proposals and surname changes. Quantitative analyses were subsequently used to examine the association between benevolent sexism and participants’ marriage-tradition preferences. A sample of 277 undergraduates (M = 19 years) completed a survey that included open- and closed-ended questions about attitudes toward marriage traditions and gender-role ideology. Results of the thematic analysis indicated that both women and men tended to hold traditional marriage preferences—especially with regards to marriage proposals. Multiple regression indicated that endorsing benevolent sexism was related to holding more traditional preferences. The findings are interpreted in relation to the role that hidden power may play in many heterosexual romantic relationships.

Feminist identity among women and men from four ethnic groups.

Objective: Multiracial feminist theory proposes that the meaning of feminism and the pathways to feminist identity may differ on the basis of cross-cutting social categories such as ethnicity and gender. However, there is currently little research that has included systematic examination of feminist identity among women and men from diverse ethnic backgrounds. Method: We examined feminist orientations among 1,140 undergraduates (70% women) at a Hispanic-Serving Institution who identified as African American, Asian American, European American, or Latina/o. Three related research aims were assessed through a combination of closed- and open-ended questions. First, we examined whether the meaning of the term feminism differed depending on participants’ ethnicity or gender. We then tested for ethnic and gender variation in rates of feminist identity. Lastly, we examined participants’ reasons for either identifying or not identifying as feminists. Results: Ethnic and gender differences were obtained across each of the 3 research aims. For example, there were significant ethnic differences in rates of feminist identity among women, but not among men. Conclusion: Relative to past research, through the current study, we have provided an especially comprehensive examination of how ethnicity and gender interact to shape feminist attitudes. Consistent with multiracial feminist theory, findings demonstrated that attitudes about feminism vary as a function of both gender and ethnicity, yet key ethnic and gender similarities also emerged.

Who Cares About Being Gentle? The Impact of Social Identity and the Gender of One's Friends on Children's Display of Same-Gender Favoritism

This research assessed children’s same-gender favoritism by examining whether children value traits descriptive of their own gender more than traits descriptive of the other gender. We also investigated whether children’s proportion of same-gender friends relates to their same-gender favoritism. Eighty-one third and fourth grade children from the Midwest and West Coast of the U.S. rated how well 19 personality traits describe boys and girls, and how important each trait is for their gender to possess. Results replicate and extend past trait assignment research by demonstrating that both genders valued same-gender traits significantly more than other-gender traits. Results also indicated that boys with many same-gender friends derogated feminine-stereotyped traits, which has implications for research on masculinity norms within male-dominated peer groups.

Research mentoring and scientist identity: insights from undergraduates and their mentors

BackgroundMentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psychologically identify with science. Participants were 66 undergraduate-mentor dyads who worked together in a research apprenticeship. The undergraduate sample was predominantly composed of women, first-generation college students, and members of ethnic groups that are historically underrepresented in science.ResultsFindings illustrated that undergraduates who reported receiving more instrumental and socioemotional mentoring were higher in scientist identity. Further, mentors who reported engaging in higher levels of negative mentoring had undergraduates with lower scientist identity. Qualitative data from undergraduates’ mentors provided deeper insight into their motivation to become mentors and how they reason about conflict in their mentoring relationships.ConclusionsDiscussion highlights theoretical implications and details several methodological recommendations.

The Form and Function of STEM Research Mentoring: A Mixed-Methods Analysis Focusing on Ethnically Diverse Undergraduates and Their Mentors

This mixed-methods study examines mentoring relationships in an ethnically diverse sample of undergraduates in majors related to science, technology, engineering, and math (STEM). Guided by an intersectionality framework, we examined whether features of research mentoring differ at the intersection of ethnicity and gender. Survey data from undergraduates (N = 486; 76% members of underrepresented ethnic groups; 66% women) revealed ethnic and gender variation in the amount of mentoring that participants reported receiving. Findings also showed that higher levels of instrumental mentoring at the study’s outset predicted higher STEM self-efficacy 1 year later. This finding was not moderated by ethnicity or gender, suggesting that instrumental mentoring bolsters self-efficacy among students from diverse backgrounds. To supplement the quantitative findings, we collected open-ended data from a subset of participants’ mentors (N = 97). Thematic analysis of these data provides insight into the range of strategies that mentors used to bolster students’ STEM self-efficacy.