Anna Woodcock
Biographic Data
| ID | 4233277 |
|---|---|
| NAME | Anna Woodcock |
| GIVEN NAMES | Anna |
| FAMILY NAME | Woodcock |
| SIGNATURE | WOODCOCK A |
| AFFILIATIONS | California State University, San Marcos |
| ORCID | 0000-0002-9183-8516 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Quality over quantity
Efforts to broaden participation in science, technology, engineering, and mathematics (STEM) have pointed to the importance of mentoring relationships for undergraduate students. However, mentoring research has only recently shifted focus from dyadic faculty-mentored relationships to a broader, more holistic evaluation of a network of mentors and the downstream impact on academic success and integration into STEM fields. Utilizing Developmental M…
Balancing Stereotypically Compatible and Incompatible Identities
Social stereotypes have been linked with gender and racial disparities in science, technology, engineering, and mathematics (STEM) fields. Developing a domain identity in a STEM field is linked with persistence and success among students from negatively stereotyped groups. However, these students often report a conflict between their group and domain identities. Across two studies we apply balanced identity design theory and latent profile analys…
Engaging Latinx or Hispanic-Identifying families in science education
Given the underrepresentation of Latinx or Hispanic-Identifying (LHI) individuals in STEM fields, this research examines the effectiveness of a parent intervention focused on the community cultural wealth for Spanish-speaking parents of LHI STEM undergraduate students in their first year of college who navigate systemic barriers such as racism, inequity, and marginalization (Yosso, 2005). Using a longitudinal quasi-experimental design with propen…
Culturally responsive teaching can protect STEM identity among underrepresented students
While the disparity is narrowing, Hispanic/Latinx students remain underrepresented in science, technology, engineering, and mathematics (STEM) majors. Prior research has shown that STEM identity is an important predictor of a sense of belonging and persistence for underrepresented minorities in STEM. Guided by social identity theory, the present study examined how culturally responsive teaching practices (CRTP) interact with negative ingroup ster…
Increasing Hispanic STEM Majors’ Persistence to Degree
A fraction of the highly lucrative scientific, biomedical, and technology workforce is Hispanic. At all levels of scientific training, Hispanic students drop out at higher rates than their White and Asian peers. Hispanic college students often attend local colleges and live with their families. We created and evaluated an initiative based on Balanced Identity Design and Utility-Value theories to leverage families as a powerful resource for suppor…
Colliding identities? The role of multiple identities among historically underrepresented students pursuing scientific research careers
Motivated by Identity Integration and Threat theories, this preregistered study examined associations between scientist and ethnic identities and future scientific research career intentions among African American and Hispanic STEM undergraduates ( N =1,247). Scientist identity was positively correlated with junior-year ethnic identity and predicted senior-year scientific research career intentions. Neither scientist nor ethnic identities predict…
Diversifying STEM
Examining Field Experiences of Teacher Candidates During Covid-19
The impact of coronavirus disease 2019 challenged schools and credential programs to adjust pedagogy, but rapid changes impeded equitable practices to K-12 grade English Learners (ELs). The framework stems from critical multicultural education. Data represented 81 credential candidates across three universities. Study confirmed that ELs lacked access to online learning, active engagement with peers/teachers, and differentiated instruction due to …
Diversifying Science
Stereotypes influence academic interests, performance, and ultimately career goals. The long-standing National Institutes of Health Research Initiative for Scientific Enhancement (RISE) training program has been shown to be effective at retaining underrepresented minorities in science. We argue that programs such as RISE may alter the experience and impact of stereotype threat on academic achievement goals and future engagement in a scientific ca…
Distress tolerance is linked to unhealthy eating through pain catastrophizing
Person and Thing Orientations
Individuals differ in their orientation toward the people and things in their environment. This has consequences for important life choices. The authors review 15 studies on Person and Thing Orientations (PO-TO) using data from 7,450 participants to establish the nature of the constructs, their external correlates, and their predictive utility. These findings suggest that these two orientations are not bipolar and are virtually independent constr…
Forging links with the self to combat implicit bias
Two experiments examined whether Whites’ implicit biases toward Blacks could be reduced by conditioning links between Blacks and the self. Via a computer-mediated experience, White participants were assigned to the same (minimal) group as several Black individuals and practiced classifying photographs as “MY GROUP” or “OTHER GROUP.” Subsequent performance on implicit prejudice and stereotyping measures was compared to a control condition and anot…
The consequences of chronic stereotype threat
Stereotype threat impairs performance across many domains. Despite a wealth of research, the long-term consequences of chronic stereotype threat have received little empirical attention. Beyond the immediate impact on performance, the experience of chronic stereotype threat is hypothesized to lead to domain disidentification and eventual domain abandonment. Stereotype threat is 1 explanation why African Americans and Hispanic/Latino(a)s "leak" fr…
Toward a model of social influence that explains minority student integration into the scientific community.
Students from several ethnic minority groups are underrepresented in the sciences, such that minority students more frequently drop out of the scientific career path than non-minority students. Viewed from a perspective of social influence, this pattern suggests that minority students do not integrate into the scientific community at the same rate as non-minority students. Kelman (1958, 2006) describes a tripartite integration model of social inf…
The consequences of chronic stereotype threat
Stereotype threat impairs performance across many domains. Despite a wealth of research, the long-term consequences of chronic stereotype threat have received little empirical attention. Beyond the immediate impact on performance, the experience of chronic stereotype threat is hypothesized to lead to domain disidentification and eventual domain abandonment. Stereotype threat is 1 explanation why African Americans and Hispanic/Latino(a)s "leak" fr…
Diversifying STEM
Forging links with the self to combat implicit bias
Two experiments examined whether Whites’ implicit biases toward Blacks could be reduced by conditioning links between Blacks and the self. Via a computer-mediated experience, White participants were assigned to the same (minimal) group as several Black individuals and practiced classifying photographs as “MY GROUP” or “OTHER GROUP.” Subsequent performance on implicit prejudice and stereotyping measures was compared to a control condition and anot…
Toward a model of social influence that explains minority student integration into the scientific community.
Students from several ethnic minority groups are underrepresented in the sciences, such that minority students more frequently drop out of the scientific career path than non-minority students. Viewed from a perspective of social influence, this pattern suggests that minority students do not integrate into the scientific community at the same rate as non-minority students. Kelman (1958, 2006) describes a tripartite integration model of social inf…
Forging links with the self to combat implicit bias
Two experiments examined whether Whites’ implicit biases toward Blacks could be reduced by conditioning links between Blacks and the self. Via a computer-mediated experience, White participants were assigned to the same (minimal) group as several Black individuals and practiced classifying photographs as “MY GROUP” or “OTHER GROUP.” Subsequent performance on implicit prejudice and stereotyping measures was compared to a control condition and anot…
The consequences of chronic stereotype threat
Stereotype threat impairs performance across many domains. Despite a wealth of research, the long-term consequences of chronic stereotype threat have received little empirical attention. Beyond the immediate impact on performance, the experience of chronic stereotype threat is hypothesized to lead to domain disidentification and eventual domain abandonment. Stereotype threat is 1 explanation why African Americans and Hispanic/Latino(a)s "leak" fr…
Person and Thing Orientations
Individuals differ in their orientation toward the people and things in their environment. This has consequences for important life choices. The authors review 15 studies on Person and Thing Orientations (PO-TO) using data from 7,450 participants to establish the nature of the constructs, their external correlates, and their predictive utility. These findings suggest that these two orientations are not bipolar and are virtually independent constr…
Diversifying Science
Stereotypes influence academic interests, performance, and ultimately career goals. The long-standing National Institutes of Health Research Initiative for Scientific Enhancement (RISE) training program has been shown to be effective at retaining underrepresented minorities in science. We argue that programs such as RISE may alter the experience and impact of stereotype threat on academic achievement goals and future engagement in a scientific ca…
Distress tolerance is linked to unhealthy eating through pain catastrophizing
Examining Field Experiences of Teacher Candidates During Covid-19
The impact of coronavirus disease 2019 challenged schools and credential programs to adjust pedagogy, but rapid changes impeded equitable practices to K-12 grade English Learners (ELs). The framework stems from critical multicultural education. Data represented 81 credential candidates across three universities. Study confirmed that ELs lacked access to online learning, active engagement with peers/teachers, and differentiated instruction due to …
Diversifying STEM
Colliding identities? The role of multiple identities among historically underrepresented students pursuing scientific research careers
Motivated by Identity Integration and Threat theories, this preregistered study examined associations between scientist and ethnic identities and future scientific research career intentions among African American and Hispanic STEM undergraduates ( N =1,247). Scientist identity was positively correlated with junior-year ethnic identity and predicted senior-year scientific research career intentions. Neither scientist nor ethnic identities predict…
Increasing Hispanic STEM Majors’ Persistence to Degree
A fraction of the highly lucrative scientific, biomedical, and technology workforce is Hispanic. At all levels of scientific training, Hispanic students drop out at higher rates than their White and Asian peers. Hispanic college students often attend local colleges and live with their families. We created and evaluated an initiative based on Balanced Identity Design and Utility-Value theories to leverage families as a powerful resource for suppor…
Quality over quantity
Efforts to broaden participation in science, technology, engineering, and mathematics (STEM) have pointed to the importance of mentoring relationships for undergraduate students. However, mentoring research has only recently shifted focus from dyadic faculty-mentored relationships to a broader, more holistic evaluation of a network of mentors and the downstream impact on academic success and integration into STEM fields. Utilizing Developmental M…
Balancing Stereotypically Compatible and Incompatible Identities
Social stereotypes have been linked with gender and racial disparities in science, technology, engineering, and mathematics (STEM) fields. Developing a domain identity in a STEM field is linked with persistence and success among students from negatively stereotyped groups. However, these students often report a conflict between their group and domain identities. Across two studies we apply balanced identity design theory and latent profile analys…
Engaging Latinx or Hispanic-Identifying families in science education
Given the underrepresentation of Latinx or Hispanic-Identifying (LHI) individuals in STEM fields, this research examines the effectiveness of a parent intervention focused on the community cultural wealth for Spanish-speaking parents of LHI STEM undergraduate students in their first year of college who navigate systemic barriers such as racism, inequity, and marginalization (Yosso, 2005). Using a longitudinal quasi-experimental design with propen…
Culturally responsive teaching can protect STEM identity among underrepresented students
While the disparity is narrowing, Hispanic/Latinx students remain underrepresented in science, technology, engineering, and mathematics (STEM) majors. Prior research has shown that STEM identity is an important predictor of a sense of belonging and persistence for underrepresented minorities in STEM. Guided by social identity theory, the present study examined how culturally responsive teaching practices (CRTP) interact with negative ingroup ster…
Psychology (10 works) · Career Development and Diversity (9 works) · Social Psychology (8 works) · Social and Intergroup Psychology (5 works) · Cultural Differences and Values (4 works) · Education, Achievement, and Giftedness (4 works) · Behavioral Health and Interventions (3 works) · Ethnic group (3 works) · Social Psychology (3 works) · Sociology (3 works)