J Pers Soc Psychol. 2019 Mar;116(3):443. doi: 10.1037/pspi0000185.
Reports an error in "The face of STEM: Racial phenotypic stereotypicality predicts STEM persistence by-and ability attributions about-students of color" by Melissa J. Williams, Julia George-Jones and Mikki Hebl (, Advanced Online Publication, Oct 15, 2018, np). In the article "The Face of STEM: Racial Phenotypic Stereotypicality Predicts STEM Persistence by-and Ability Attributions About-Students of Color" by Melissa J. Williams, Julia George- Jones, and Mikki Hebl (. Advance online publication. October 15, 2018. http://dx.doi.org/10.1037/pspi0000153), the Editor' Note acknowledging Toni Schmader as the action editor for this article was omitted. All versions of this article have been corrected. (The following abstract of the original article appeared in record 2018-51203-001.) Despite strong initial interest, college students-especially those from underrepresented minority (URM) backgrounds-leave STEM majors at high rates. Here, we explore the role of racial phenotypic stereotypicality, or how typical one's physical appearance is of one's racial group, in STEM persistence. In a longitudinal study, URM students were especially likely to leave STEM to the extent that they looked more stereotypical of their group; Asian American students were especially likely to leave STEM to the extent that they looked less stereotypical. Three experiments documented a possible mechanism; participants (Studies 2-4), including college advisors (Study 3), attributed greater STEM ability to more-stereotypical Asian Americans and to less-stereotypical Black women (not men), than to same-race peers. Study 4 showed that prejudice concerns, activated in interactions with Black men (not women), account for this gender difference; more-stereotypical Black men (like women) were negatively evaluated when prejudice concerns were not salient. This work has important implications for ongoing efforts to achieve diversity in STEM. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
梅利莎·J·威廉姆斯、朱莉娅·乔治 - 琼斯和米基·赫布尔所著的《STEM的面貌：种族表型刻板印象通过对有色人种学生的能力归因预测其在STEM领域的坚持》（2018年10月15日高级在线发表，无页码）存在错误。在梅利莎·J·威廉姆斯、朱莉娅·乔治 - 琼斯和米基·赫布尔所著的《STEM的面貌：种族表型刻板印象通过对有色人种学生的能力归因预测其在STEM领域的坚持》（高级在线发表。2018年10月15日。http://dx.doi.org/10.1037/pspi0000153）一文中，承认托尼·施马德为本文行动编辑的编辑说明被遗漏。本文的所有版本均已更正。（原始文章的以下摘要出现在记录2018 - 51203 - 001中。）尽管最初兴趣浓厚，但大学生——尤其是来自代表性不足的少数族裔（URM）背景的学生——以很高的比例离开STEM专业。在此，我们探讨种族表型刻板印象，即一个人的外貌在多大程度上符合其种族群体的典型特征，在STEM坚持方面所起的作用。在一项纵向研究中，URM学生越符合其群体的刻板形象，就越有可能离开STEM专业；而亚裔美国学生越不符合其群体的刻板形象，就越有可能离开STEM专业。三项实验记录了一种可能的机制；参与者（研究2 - 4），包括大学顾问（研究3），相较于同种族同龄人，将更强的STEM能力归因于更具刻板形象的亚裔美国人和不太具刻板形象的黑人女性（而非男性）。研究4表明，与黑人男性（而非女性）互动时激活的偏见担忧解释了这种性别差异；当偏见担忧不突出时，更具刻板形象的黑人男性（与女性一样）会受到负面评价。这项工作对当前在STEM领域实现多样性的努力具有重要意义。（PsycINFO数据库记录（c）2019美国心理学会，保留所有权利）
