ERIC Number: EJ1041103
Record Type: Journal
Publication Date: 2014-Sep
Abstractor: As Provided
Reference Count: 67
Using Implicit Bias Training to Improve Attitudes toward Women in STEM
Jackson, Sarah M.; Hillard, Amy L.; Schneider, Tamera R.
Social Psychology of Education: An International Journal, v17 n3 p419-438 Sep 2014
Implicit biases can foster negative attitudes and lead to damaging stereotypical behaviors. Stereotypes can negatively affect the education, hiring, promotion, and retention of women in science, technology, engineering, and mathematics (STEM). This study evaluated the impact of diversity training on university faculty (N=234) by assessing changes in implicit associations and explicit attitudes toward women in STEM. Personal implicit associations about women in STEM improved for men, but not for women who already tended toward more positive implicit associations at pre-test. Men were more likely than women to explicitly endorse stereotypes about women in STEM at both pre- and post-test, and these attitudes did not change as a result of the diversity training. These findings suggest that participation in a brief diversity training can improve implicit associations about women in STEM.
Descriptors: STEM Education, Correlation, Pretests Posttests, Gender Differences, Sex Stereotypes, Attitude Change, Training, Females, Negative Attitudes, Personnel Selection, College Faculty, Promotion (Occupational)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A