Gender Stereotypes and Interventions Targeting Gender Stereotypes
type: CreativeWork
description: Women continue to be underrepresented in STEM (science, technology, engineering, and mathematics), despite scientific evidence indicating STEM aptitude is not gender differentiated. Various policy and institutional efforts have been made to improve gender diversity in STEM, yet little progress has been made. As psychological research indicates the gender gap in STEM is perpetuated by gender stereotypes, psychological interventions targeting gender stereotypes may be an important and effective approach. Thus, this doctoral research (1) examines the effectiveness of novel interventions designed to increase discernment of gender stereotypes in STEM and (2) aims to improve understanding and measurement of current gender stereotypes. Using a multi-dimensional approach to gender-STEM stereotyping, I explore my research questions through online studies (Chapters 2, 3, and 5) as well as a field study with university engineering students (Chapter 4). Specifically, I designed and evaluated theory-driven psychological interventions based on optimised debunking and inoculation theory (Chapter 2, 3, and 4). Additionally, I examined the psychological mechanisms involved in improving gender-STEM stereotype discernment (Chapter 3 and Chapter 4). Finally, I address methodological issues in gender-trait stereotype research (Chapter 5). As the conclusions we draw in research can only be as robust as the methods we use to quantify them, I aimed to improve how we conceptualise, define, and measure gender stereotyping and the psychological processes involved. To the best of my knowledge, this is the first research programme to examine inoculation theory in the context of stereotyping. Findings demonstrate some intervention effectiveness in improving discernment of gender stereotypes in STEM, but not endorsement of gender-trait stereotypes, application of gender stereotypes in decisionmaking, or gender-related attitudes. Additionally, participants in the inoculation conditions did not dem…
abstract: Women continue to be underrepresented in STEM (science, technology, engineering, and mathematics), despite scientific evidence indicating STEM aptitude is not gender differentiated. Various policy and institutional efforts have been made to improve gender diversity in STEM, yet little progress has been made. As psychological research indicates the gender gap in STEM is perpetuated by gender stereotypes, psychological interventions targeting gender stereotypes may be an important and effective approach. Thus, this doctoral research (1) examines the effectiveness of novel interventions designed to increase discernment of gender stereotypes in STEM and (2) aims to improve understanding and measurement of current gender stereotypes. Using a multi-dimensional approach to gender-STEM stereotyping, I explore my research questions through online studies (Chapters 2, 3, and 5) as well as a field study with university engineering students (Chapter 4). Specifically, I designed and evaluated theory-driven psychological interventions based on optimised debunking and inoculation theory (Chapter 2, 3, and 4). Additionally, I examined the psychological mechanisms involved in improving gender-STEM stereotype discernment (Chapter 3 and Chapter 4). Finally, I address methodological issues in gender-trait stereotype research (Chapter 5). As the conclusions we draw in research can only be as robust as the methods we use to quantify them, I aimed to improve how we conceptualise, define, and measure gender stereotyping and the psychological processes involved. To the best of my knowledge, this is the first research programme to examine inoculation theory in the context of stereotyping. Findings demonstrate some intervention effectiveness in improving discernment of gender stereotypes in STEM, but not endorsement of gender-trait stereotypes, application of gender stereotypes in decisionmaking, or gender-related attitudes. Additionally, participants in the inoculation conditions did not dem…
author: Drabot, Karly
language: eng
keywords: bias, debunking, gender, inoculation theory, psychological intervention, STEM, stereotyping, discrimination, prejudice
license: https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/70cf5641-d757-4348-8f8d-7c191e8cac2e/download
license: https://www.rioxx.net/licenses/all-rights-reserved/
date published: 2023-10-31
date modified: 2026-07-22T22:24:27Z
provider: Cambridge University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Cambridge

PropertyValue
property ID: DOI
value: 10.17863/CAM.101502