Kelsey C Thiem
Biographic Data
| ID | 4235041 |
|---|---|
| NAME | Kelsey C Thiem |
| GIVEN NAMES | Kelsey C |
| FAMILY NAME | Thiem |
| SIGNATURE | THIEM K C |
| AFFILIATIONS | University of Iowa |
| ORCID | 0000-0002-3837-7028 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Gender stereotypes, intellectual performance, and stereotype validation: The role of lay theories of intelligence
A growing literature on stereotype validation suggests that negative, self-relevant stereotypes activated after poor task performance may lead stigmatized individuals to feel more certain they performed poorly. The present research examined a potential moderator of these effects: lay theories of intelligence. In two studies, gender stereotype accessibility was manipulated after participants finished a test of sports (Study 1) or science (Study 2)…
Retaining U.S. stem women faculty during the Covid-19 pandemic: The important role of family-supportive supervisor behaviors to lower work-to-life conflict
Purpose The COVID-19 pandemic may negatively impact the careers of U.S. women faculty in computer science (CS) – a field with few women and high attrition rates among women – due to difficulties balancing increased work and family demands (author citation). Thus, it is important to understand whether supervisors may help to decrease this work-to-life conflict and increase the odds of retaining women faculty. This study examined whether family-sup…
From Precollege to Career: Barriers Facing Historically Marginalized Students and Evidence‐Based Solutions
Although the United States population is growing increasingly diverse, the diversity within higher education is not keeping pace. Contributing to the underrepresentation of students from historically marginalized groups are a variety of interconnected systemic barriers that prevent students from entering college, from thriving while there, and from persisting through to graduation. Here, we use the stereotype inoculation model as a guiding framew…
The impact of communal learning contexts on adolescent self-concept and achievement: Similarities and differences across race and gender
Misalignment between students' communal values and those expressed in classrooms is an obstacle to academic engagement, especially in mathematics, and especially for racial ethnic minority and female students. Using 10 schools across the United States, we conducted a longitudinal field study in 8th grade mathematics classes to investigate: (a) how perceptions of communally oriented classrooms influence student outcomes in early adolescence, (b) w…
Stereotype validation and intellectual performance: Negative implications for future achievement
Previous research has found that activating negative stereotypes after completion of a task can lead people to feel more certain that they performed poorly (i.e., stereotype validation). The current research examined the implications that stereotype validation may hold for future performance. In two studies, the accessibility of gender stereotypes was manipulated after participants completed an initial test on a topic. After reporting perceptions…
Does Seeing Faces of Young Black Boys Facilitate the Identification of Threatening Stimuli?
Pervasive stereotypes linking Black men with violence and criminality can lead to implicit cognitive biases, including the misidentification of harmless objects as weapons. In four experiments, we investigated whether these biases extend even to young Black boys (5-year-olds). White participants completed sequential priming tasks in which they categorized threatening and nonthreatening objects and words after brief presentations of faces of vario…
Gender stereotypes and intellectual performance: Stigma consciousness as a buffer against stereotype validation
Stereotype validation: The effects of activating negative stereotypes after intellectual performance
With regard to intellectual performance, a large body of research has shown that stigmatized group members may perform more poorly when negative, self-relevant stereotypes become activated prior to a task. However, no research to date has identified the potential ramifications of stereotype activation that happens after-rather than before-a person has finished performing. Six studies examined how postperformance stereotype salience may increase t…
Group communicators, perceived entitativity, and persuasion: A self-validation analysis
Group communicators, perceived entitativity, and persuasion: A self-validation analysis
From Precollege to Career: Barriers Facing Historically Marginalized Students and Evidence‐Based Solutions
Although the United States population is growing increasingly diverse, the diversity within higher education is not keeping pace. Contributing to the underrepresentation of students from historically marginalized groups are a variety of interconnected systemic barriers that prevent students from entering college, from thriving while there, and from persisting through to graduation. Here, we use the stereotype inoculation model as a guiding framew…
The impact of communal learning contexts on adolescent self-concept and achievement: Similarities and differences across race and gender
Misalignment between students' communal values and those expressed in classrooms is an obstacle to academic engagement, especially in mathematics, and especially for racial ethnic minority and female students. Using 10 schools across the United States, we conducted a longitudinal field study in 8th grade mathematics classes to investigate: (a) how perceptions of communally oriented classrooms influence student outcomes in early adolescence, (b) w…
Gender stereotypes and intellectual performance: Stigma consciousness as a buffer against stereotype validation
Stereotype validation: The effects of activating negative stereotypes after intellectual performance
With regard to intellectual performance, a large body of research has shown that stigmatized group members may perform more poorly when negative, self-relevant stereotypes become activated prior to a task. However, no research to date has identified the potential ramifications of stereotype activation that happens after-rather than before-a person has finished performing. Six studies examined how postperformance stereotype salience may increase t…
Stereotype validation: The effects of activating negative stereotypes after intellectual performance
With regard to intellectual performance, a large body of research has shown that stigmatized group members may perform more poorly when negative, self-relevant stereotypes become activated prior to a task. However, no research to date has identified the potential ramifications of stereotype activation that happens after-rather than before-a person has finished performing. Six studies examined how postperformance stereotype salience may increase t…
Group communicators, perceived entitativity, and persuasion: A self-validation analysis
Does Seeing Faces of Young Black Boys Facilitate the Identification of Threatening Stimuli?
Pervasive stereotypes linking Black men with violence and criminality can lead to implicit cognitive biases, including the misidentification of harmless objects as weapons. In four experiments, we investigated whether these biases extend even to young Black boys (5-year-olds). White participants completed sequential priming tasks in which they categorized threatening and nonthreatening objects and words after brief presentations of faces of vario…
Gender stereotypes and intellectual performance: Stigma consciousness as a buffer against stereotype validation
Stereotype validation and intellectual performance: Negative implications for future achievement
Previous research has found that activating negative stereotypes after completion of a task can lead people to feel more certain that they performed poorly (i.e., stereotype validation). The current research examined the implications that stereotype validation may hold for future performance. In two studies, the accessibility of gender stereotypes was manipulated after participants completed an initial test on a topic. After reporting perceptions…
From Precollege to Career: Barriers Facing Historically Marginalized Students and Evidence‐Based Solutions
Although the United States population is growing increasingly diverse, the diversity within higher education is not keeping pace. Contributing to the underrepresentation of students from historically marginalized groups are a variety of interconnected systemic barriers that prevent students from entering college, from thriving while there, and from persisting through to graduation. Here, we use the stereotype inoculation model as a guiding framew…
The impact of communal learning contexts on adolescent self-concept and achievement: Similarities and differences across race and gender
Misalignment between students' communal values and those expressed in classrooms is an obstacle to academic engagement, especially in mathematics, and especially for racial ethnic minority and female students. Using 10 schools across the United States, we conducted a longitudinal field study in 8th grade mathematics classes to investigate: (a) how perceptions of communally oriented classrooms influence student outcomes in early adolescence, (b) w…
Gender stereotypes, intellectual performance, and stereotype validation: The role of lay theories of intelligence
A growing literature on stereotype validation suggests that negative, self-relevant stereotypes activated after poor task performance may lead stigmatized individuals to feel more certain they performed poorly. The present research examined a potential moderator of these effects: lay theories of intelligence. In two studies, gender stereotype accessibility was manipulated after participants finished a test of sports (Study 1) or science (Study 2)…
Retaining U.S. stem women faculty during the Covid-19 pandemic: The important role of family-supportive supervisor behaviors to lower work-to-life conflict
Purpose The COVID-19 pandemic may negatively impact the careers of U.S. women faculty in computer science (CS) – a field with few women and high attrition rates among women – due to difficulties balancing increased work and family demands (author citation). Thus, it is important to understand whether supervisors may help to decrease this work-to-life conflict and increase the odds of retaining women faculty. This study examined whether family-sup…
Psychology (9 works) · Social Psychology (9 works) · Social Psychology (7 works) · Developmental psychology (5 works) · Social and Intergroup Psychology (5 works) · Stereotype (UML (5 works) · Certainty (4 works) · Perception (4 works) · Stereotype threat (4 works) · Gender Diversity and Inequality (3 works)