“讲真话”能保护弱势群体在STEM领域的智力表现和安全。
'Speaking Truth' Protects Underrepresented Minorities' Intellectual Performance and Safety in STEM.
作者信息
Ben-Zeev Avi, Paluy Yula, Milless Katlyn L, Goldstein Emily J, Wallace Lyndsey, Márquez-Magaña Leticia, Bibbins-Domingo Kirsten, Estrada Mica
机构信息
Department of Psychology, San Francisco State University, San Francisco, CA 94132, USA.
Department of Psychology, The Graduate Center, City University of New York, New York, NY 10017, USA.
出版信息
Educ Sci (Basel). 2017 Jun;7(2). doi: 10.3390/educsci7020065. Epub 2017 Jun 19.
We offer and test a brief psychosocial intervention, Speaking Truth to EmPower (STEP), designed to protect underrepresented minorities' (URMs) intellectual performance and safety in science, technology, engineering, and math (STEM). STEP takes a 'knowledge as power' approach by: (a) providing a tutorial on stereotype threat (i.e., a social contextual phenomenon, implicated in underperformance and early exit) and (b) encouraging URMs to use lived experiences for generating be-prepared coping strategies. Participants were 670 STEM undergraduates [URMs (Black/African American and Latina/o) and non-URMs (White/European American and Asian/Asian American)]. STEP protected URMs' abstract reasoning and class grades (adjusted for grade point average [GPA]) as well as decreased URMs' worries about confirming ethnic/racial stereotypes. STEP's two-pronged approach-explicating the effects of structural 'isms' while harnessing URMs' existing assets-shows promise in increasing diversification and equity in STEM.
我们提供并测试了一种简短的社会心理干预措施，即“通过讲真话增强力量”（STEP），旨在保护弱势群体（URMs）在科学、技术、工程和数学（STEM）领域的智力表现和安全。STEP采用“知识就是力量”的方法，具体如下：（a）提供关于刻板印象威胁的教程（即一种社会情境现象，与表现不佳和过早退出有关），以及（b）鼓励弱势群体利用自身经历制定有备无患的应对策略。参与者为670名STEM专业本科生[弱势群体（黑人/非裔美国人和拉丁裔）和非弱势群体（白人/欧美人和亚裔/亚裔美国人）]。STEP保护了弱势群体的抽象推理能力和课程成绩（根据平均绩点[GPA]进行调整），并减少了弱势群体对证实种族刻板印象的担忧。STEP的双管齐下方法——解释结构性“主义”的影响，同时利用弱势群体的现有资产——在增加STEM领域的多样性和公平性方面显示出了前景。
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