Should I Stay or Should I Go
Women’s Implicit Stereotypic Associations Predict Their Commitment and Fit in STEM
Bibliographic Data
| ID | 5338879 |
|---|---|
| Authors | Katharina Block (0000-0003-0560-4148, University of British Columbia), William M Hall (0000-0003-1424-5511, University of Toronto), Toni Schmader (0000-0002-4815-7483, University of British Columbia), Michelle Inne, Michelle Inness (0000-0003-2342-0238, University of Alberta), Elizabeth A Croft (0000-0002-9639-5291, Monash University), Elizabeth Croft |
| Year | 2018 |
| Volume | 49 |
| Issue | 4 |
| Pages | 243-251 |
| Publication date | 2018-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Social Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1864-9335 • E-ISSN: 2151-2590 |
| Publisher | Hogrefe Publishing Group (PUBLISHER) |
| DOI | 10.1027/1864-9335/a000343 |
| OpenAlex | W2803746612 |
| Language | EN |
| Citations received | 12 |
| References cited | 36 |
Gender stereotypes that associate science and technology to men more than women create subtle barriers to women's advancement in these fields. But how do stereotypic associations, when internalized by women, relate to their own sense of fit and organizational commitment? Our research is the first to demonstrate that, among working engineers, women's own gender stereotypic implicit associations predict lower organizational commitment. In a sample of 263 engineers (145 women), women (but not men) who implicitly associated engineering with men more than women were less committed to their organization. This relationship was mediated by lower self-efficacy and value fit, and not explained by other personality, demographic, or organizational factors. We discuss how internalized cultural biases can constrain women's experiences in STEM
Big Five personality traits · Developmental psychology · Personality · Sample (material) · Value (mathematics) · Career Development and Diversity · Gender Diversity and Inequality · Psychology · Social and Intergroup Psychology · Social Psychology
The die is cast
Infrastructures of racial violence, health and debility
Gender Inclusion and Fit in STEM
Measuring Implicit STEM and Math Attitudes in Adolescents Online with the Brief Implicit Association Test
Seeing women who fit
Climate change
Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations
Tech-Savvy Men and Caring Women
Me, myself, and my stereotypes
Gender stereotypes about psychological science
Feeling at Home in Two Cultural Worlds
Collectively constructing gender-inclusive work cultures in STEM
A meta-analysis of relations between person–organization fit and work attitudes
A Goal Congruity Model of Role Entry, Engagement, and Exit
The convergent and discriminant validity of subjective fit perceptions.
A new occupational self-efficacy scale and its relation to personality constructs and organizational variables
Women’s representation in science predicts national gender-science stereotypes
Perceived organizational support.
Engineering Exchanges
The Brief Implicit Association Test
Public trust and confidence in legal authorities
A unified theory of implicit attitudes, stereotypes, self-esteem, and self-concept
Pervasiveness and correlates of implicit attitudes and stereotypes
New work attitude measures of trust, organizational commitment and personal need non‐fulfilment
A very brief measure of the Big-Five personality domains
Ambient belonging
Stigma consciousness
The Self-Relevant Implications of the Group-Value Model
Seeing is believing
Implicit Social Cognitions Predict Sex Differences in Math Engagement and Achievement
Math = male, me = female, therefore math ≠ me
Interacting with sexist men triggers social identity threat among female engineers
Predicting ethnic and racial discrimination
STEMing the tide
Statistically small effects of the Implicit Association Test can have societally large effects
Retraining attitudes and stereotypes to affect motivation and cognitive capacity under stereotype threat
Why are some STEM fields more gender balanced than others
| Citations per year | 2 |
|---|---|
| Citation span | 2020 - 2025 (6) |
| Highly cited | No |