Denise Sekaquaptewa
Biographic Data
| ID | 4084356 |
|---|---|
| NAME | Denise Sekaquaptewa |
| GIVEN NAMES | Denise |
| FAMILY NAME | Sekaquaptewa |
| SIGNATURE | SEKAQUAPTEWA D |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0003-4354-8861 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 266 |
| WORKS AS AUTHOR | 25 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 8 |
Do they understand me? The role of perceived race-based empathy in graduate students of color’s mentorship experiences, academic well-being, and career aspirations
Results showed that perceived race-based empathy predicts student outcomes associated with success, but that students of color perceive low race-based empathy from White advisors. Educators should strive to create equitable and supportive environments that promote perceptions of race-based empathy among graduate students of all races. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Effects of witnessing subtle gender bias versus rudeness on interpersonal outcomes among women and men
They’re Comparing Me to Her
Belonging and academic engagement are important predictors of women’s retention in STEM. To better understand the processes influencing these outcomes, we investigate how numerical underrepresentation (i.e., token status) triggers social comparison perceptions—concerns that others are comparing oneself to another person—that can undermine women’s STEM outcomes. Across four experiments, female college students recruited via subject pool (Study 1a)…
Modeling gender counter-stereotypic group behavior
Using an egalitarian social norms message to improve attitudes toward diversity in an academic context
An evidence-based faculty recruitment workshop influences departmental hiring practice perceptions among university faculty
Purpose Many university programs seek to promote faculty diversity by reducing biases in hiring processes. The purpose of this paper is to conduct two studies to test the individual- and department-level impact of a faculty recruitment workshop (FRW) on faculty attitudes toward evidence-based, equitable hiring practices. Design/methodology/approach Study 1 included 1,188 faculty who had or had not attended an FRW. Respondents were surveyed about …
STEM Stereotypic Attribution Bias Among Women in an Unwelcoming Science Setting
Science, technology, engineering, and math (STEM) stereotypic attribution bias (SSAB) is the tendency to spontaneously generate external attributions for men’s setbacks in STEM fields and to spontaneously make internal attributions for women’s setbacks in STEM fields. Among samples of undergraduate STEM students, STEM settings perceived as unwelcoming to women through self-report (Study 1) and a manipulation (Study 2) were shown to predict SSAB. …
Stereotype Threat Among Women in Finance
Because women are in the minority in masculine fields like finance and banking, women in these fields may experience stereotype threat or the concern about being negatively stereotyped in their workplace. Research demonstrates that stereotype threat among women in management and accounting leads to negative job attitudes and intentions to quit via its effects on identity separation, or the perception that one’s gender identity is incompatible wit…
Setting an egalitarian social norm in the classroom
The effects of an academic environment intervention on science identification among women in STEM
Perceiving race relevance in everyday events
Perceptions of the relevance of race in everyday situations may matter for intergroup relations. Extending previous research, this work examines Blacks’ and Whites’ perceptions of race relevance in positive versus negative everyday situations affecting Black or White individuals. It also examines whether Black and White participants expect more intergroup disagreement regarding those perceptions than actually exists (i.e., interracial pluralistic…
My Fair Physicist? Feminine Math and Science Role Models Demotivate Young Girls
Women in science, technology, engineering, and mathematics (STEM) are labeled unfeminine, a costly social label that may discourage female students from pursuing these fields. Challenges to this stereotype include feminine STEM role models, but their counterstereotypic-yet-feminine success may actually be demotivating, particularly to young girls. Study 1 showed that feminine STEM role models reduced middle school girls’ current math interest, se…
Changing stereotypes, changing grades
Teachers and Learners
Whites are stereotyped as ignorant of race issues, and African Americans as race experts. Therefore they may respond differently when discussing race. We examined whether Whites and African Americans adopt ‘teacher’ versus ‘learner’ roles when discussing race-relevant versus race-irrelevant topics in mixed-race versus same-race groups. Furthermore, we tested whether concern about appearing prejudiced and prior knowledge of the topic predicted rol…
Solo status and women's spatial test performance
The impact of anticipated solo status on women's spatial performance was investigated in an experimental study. The study was designed to test whether the underperformance of women entering testing situations who find themselves to be the only woman present is related to a tendency to individuate the self. Women performed a test of spatial ability under conditions of anticipated solo or non‐solo status and responded to a measure of self‐construal…
Implicit Stereotypes, Gender Identification, and Math-Related Outcomes
This study examined the effects of gender identification and implicit and explicit gender stereotyping among undergraduate women enrolled in college-level calculus courses. Women's gender identification and gender stereotyping regarding math aptitude were assessed after the course's first midterm exam. Implicit, but not explicit, stereotyping interacted with gender identification to affect women's performance on their final exams and their desire…
Solo status and self-construal
A preliminary study and main experiment tested the hypothesis that racial solo status (being the only member of one's race in a group) increases racial self-construal among African Americans. The preliminary study showed that African American men and women reported greater collectivist (i.e., group-based) over individualist self-construal under solo compared to nonsolo status, whereas Whites did not. The main experiment showed that the increased …
Implicit stereotypes and women’s math performance
When appearance concerns make women look bad
Solo status, stereotype threat, and performance expectancies
Stereotypic explanatory bias
Biased processing of stereotype-incongruency is greater for low than high status groups
The Linguistic Intergroup Bias As an Implicit Indicator of Prejudice
"Behavior technologies" caricature of social psychology
"Behavior technologies" caricature of social psychology
Solo status, stereotype threat, and performance expectancies
The Linguistic Intergroup Bias As an Implicit Indicator of Prejudice
Implicit stereotypes and women’s math performance
Stereotypic explanatory bias
Stereotype Threat Among Women in Finance
Because women are in the minority in masculine fields like finance and banking, women in these fields may experience stereotype threat or the concern about being negatively stereotyped in their workplace. Research demonstrates that stereotype threat among women in management and accounting leads to negative job attitudes and intentions to quit via its effects on identity separation, or the perception that one’s gender identity is incompatible wit…
Solo status and self-construal
A preliminary study and main experiment tested the hypothesis that racial solo status (being the only member of one's race in a group) increases racial self-construal among African Americans. The preliminary study showed that African American men and women reported greater collectivist (i.e., group-based) over individualist self-construal under solo compared to nonsolo status, whereas Whites did not. The main experiment showed that the increased …
Biased processing of stereotype-incongruency is greater for low than high status groups
When appearance concerns make women look bad
STEM Stereotypic Attribution Bias Among Women in an Unwelcoming Science Setting
Science, technology, engineering, and math (STEM) stereotypic attribution bias (SSAB) is the tendency to spontaneously generate external attributions for men’s setbacks in STEM fields and to spontaneously make internal attributions for women’s setbacks in STEM fields. Among samples of undergraduate STEM students, STEM settings perceived as unwelcoming to women through self-report (Study 1) and a manipulation (Study 2) were shown to predict SSAB. …
The effects of an academic environment intervention on science identification among women in STEM
Teachers and Learners
Whites are stereotyped as ignorant of race issues, and African Americans as race experts. Therefore they may respond differently when discussing race. We examined whether Whites and African Americans adopt ‘teacher’ versus ‘learner’ roles when discussing race-relevant versus race-irrelevant topics in mixed-race versus same-race groups. Furthermore, we tested whether concern about appearing prejudiced and prior knowledge of the topic predicted rol…
They’re Comparing Me to Her
Belonging and academic engagement are important predictors of women’s retention in STEM. To better understand the processes influencing these outcomes, we investigate how numerical underrepresentation (i.e., token status) triggers social comparison perceptions—concerns that others are comparing oneself to another person—that can undermine women’s STEM outcomes. Across four experiments, female college students recruited via subject pool (Study 1a)…
Using an egalitarian social norms message to improve attitudes toward diversity in an academic context
An evidence-based faculty recruitment workshop influences departmental hiring practice perceptions among university faculty
Purpose Many university programs seek to promote faculty diversity by reducing biases in hiring processes. The purpose of this paper is to conduct two studies to test the individual- and department-level impact of a faculty recruitment workshop (FRW) on faculty attitudes toward evidence-based, equitable hiring practices. Design/methodology/approach Study 1 included 1,188 faculty who had or had not attended an FRW. Respondents were surveyed about …
Setting an egalitarian social norm in the classroom
Perceiving race relevance in everyday events
Perceptions of the relevance of race in everyday situations may matter for intergroup relations. Extending previous research, this work examines Blacks’ and Whites’ perceptions of race relevance in positive versus negative everyday situations affecting Black or White individuals. It also examines whether Black and White participants expect more intergroup disagreement regarding those perceptions than actually exists (i.e., interracial pluralistic…
Changing stereotypes, changing grades
"Behavior technologies" caricature of social psychology
"Behavior technologies" caricature of social psychology
The Linguistic Intergroup Bias As an Implicit Indicator of Prejudice
Solo status, stereotype threat, and performance expectancies
Stereotypic explanatory bias
Biased processing of stereotype-incongruency is greater for low than high status groups
When appearance concerns make women look bad
Implicit stereotypes and women’s math performance
Implicit Stereotypes, Gender Identification, and Math-Related Outcomes
This study examined the effects of gender identification and implicit and explicit gender stereotyping among undergraduate women enrolled in college-level calculus courses. Women's gender identification and gender stereotyping regarding math aptitude were assessed after the course's first midterm exam. Implicit, but not explicit, stereotyping interacted with gender identification to affect women's performance on their final exams and their desire…
Solo status and self-construal
A preliminary study and main experiment tested the hypothesis that racial solo status (being the only member of one's race in a group) increases racial self-construal among African Americans. The preliminary study showed that African American men and women reported greater collectivist (i.e., group-based) over individualist self-construal under solo compared to nonsolo status, whereas Whites did not. The main experiment showed that the increased …
Solo status and women's spatial test performance
The impact of anticipated solo status on women's spatial performance was investigated in an experimental study. The study was designed to test whether the underperformance of women entering testing situations who find themselves to be the only woman present is related to a tendency to individuate the self. Women performed a test of spatial ability under conditions of anticipated solo or non‐solo status and responded to a measure of self‐construal…
Teachers and Learners
Whites are stereotyped as ignorant of race issues, and African Americans as race experts. Therefore they may respond differently when discussing race. We examined whether Whites and African Americans adopt ‘teacher’ versus ‘learner’ roles when discussing race-relevant versus race-irrelevant topics in mixed-race versus same-race groups. Furthermore, we tested whether concern about appearing prejudiced and prior knowledge of the topic predicted rol…
Changing stereotypes, changing grades
My Fair Physicist? Feminine Math and Science Role Models Demotivate Young Girls
Women in science, technology, engineering, and mathematics (STEM) are labeled unfeminine, a costly social label that may discourage female students from pursuing these fields. Challenges to this stereotype include feminine STEM role models, but their counterstereotypic-yet-feminine success may actually be demotivating, particularly to young girls. Study 1 showed that feminine STEM role models reduced middle school girls’ current math interest, se…
The effects of an academic environment intervention on science identification among women in STEM
Perceiving race relevance in everyday events
Perceptions of the relevance of race in everyday situations may matter for intergroup relations. Extending previous research, this work examines Blacks’ and Whites’ perceptions of race relevance in positive versus negative everyday situations affecting Black or White individuals. It also examines whether Black and White participants expect more intergroup disagreement regarding those perceptions than actually exists (i.e., interracial pluralistic…
Setting an egalitarian social norm in the classroom
Stereotype Threat Among Women in Finance
Because women are in the minority in masculine fields like finance and banking, women in these fields may experience stereotype threat or the concern about being negatively stereotyped in their workplace. Research demonstrates that stereotype threat among women in management and accounting leads to negative job attitudes and intentions to quit via its effects on identity separation, or the perception that one’s gender identity is incompatible wit…
STEM Stereotypic Attribution Bias Among Women in an Unwelcoming Science Setting
Science, technology, engineering, and math (STEM) stereotypic attribution bias (SSAB) is the tendency to spontaneously generate external attributions for men’s setbacks in STEM fields and to spontaneously make internal attributions for women’s setbacks in STEM fields. Among samples of undergraduate STEM students, STEM settings perceived as unwelcoming to women through self-report (Study 1) and a manipulation (Study 2) were shown to predict SSAB. …
Modeling gender counter-stereotypic group behavior
Using an egalitarian social norms message to improve attitudes toward diversity in an academic context
An evidence-based faculty recruitment workshop influences departmental hiring practice perceptions among university faculty
Purpose Many university programs seek to promote faculty diversity by reducing biases in hiring processes. The purpose of this paper is to conduct two studies to test the individual- and department-level impact of a faculty recruitment workshop (FRW) on faculty attitudes toward evidence-based, equitable hiring practices. Design/methodology/approach Study 1 included 1,188 faculty who had or had not attended an FRW. Respondents were surveyed about …
They’re Comparing Me to Her
Belonging and academic engagement are important predictors of women’s retention in STEM. To better understand the processes influencing these outcomes, we investigate how numerical underrepresentation (i.e., token status) triggers social comparison perceptions—concerns that others are comparing oneself to another person—that can undermine women’s STEM outcomes. Across four experiments, female college students recruited via subject pool (Study 1a)…
Do they understand me? The role of perceived race-based empathy in graduate students of color’s mentorship experiences, academic well-being, and career aspirations
Results showed that perceived race-based empathy predicts student outcomes associated with success, but that students of color perceive low race-based empathy from White advisors. Educators should strive to create equitable and supportive environments that promote perceptions of race-based empathy among graduate students of all races. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Effects of witnessing subtle gender bias versus rudeness on interpersonal outcomes among women and men
Psychology (24 works) · Social Psychology (24 works) · Social Psychology (18 works) · Social and Intergroup Psychology (17 works) · Developmental psychology (13 works) · Sociology (10 works) · Gender Studies (8 works) · Career Development and Diversity (7 works) · Gender Diversity and Inequality (7 works) · Gender Studies (7 works)