Eric Deemer - US grants

Intellectual Merit : Women are often subjected by others to the stereotypical belief that they are incapable of being scientists because, for instance, they are assumed to lack the mathematical ability needed to perform scientific tasks. It is possible that the absence or presence of stereotype threat cues in the classroom can determine the types of achievement goals women adopt, in turn leading to changes in scientific motivation. Vallerand?s (1997) hierarchical model of intrinsic and extrinsic motivation (HMIEM) provides a theoretical framework for this research which examines how perceived competence and interpersonal factors mediate the effect of the environment on scientific motivation. The proposed research will test the contextual component of the HMIEM in an effort to determine whether individual science motives are mediated by stereotype threat and achievement goals in the nested context of a laboratory classroom environment. The researchers predict that perceptions of classroom environment will have indirect effects on three separate scientific motives?intrinsic motivation, extrinsic motivation, and avoidance motivation. Stereotype threat and performance avoidance goals are expected to have negative mediating effects on intrinsic and extrinsic motivation, and facilitating effects on avoidance motivation. The study will utilize a cross-sectional, multilevel structural equation modeling design. Participants will consist of 2,500 college students enrolled in science laboratory classes at two universities--Louisiana Tech University and Montana State University. Data will be collected using an online survey method.

Broader Impact: The findings will enhance understanding of whether gender-biased attitudes, achievement goals, and aspects of the laboratory classroom environment are viewed by students as being more or less facilitative of scientific motivation. Practical recommendations regarding pedagogical strategies and intervention could be made to the extent that these factors are identified. The project has an innovative, multi-media dissemination plan via documentaries and podcasts made available through the Research Channel, and Teachers' Network. This plan will ensure the findings are heard by those most able to make a difference in the classroom.

This award is co-funded with the NSF EPSCoR office.

The ECR program emphasizes fundamental STEM education research that will generate foundational knowledge in the field. As such, this study will build on an emerging body of research about ways to broaden the representation of the African American undergraduate students in STEM fields. This type of research is highly important since studies show that racial bias weaken scientific identity in STEM by triggering and perpetuating threatening stereotypes that African Americans do not have the capacity and skills to become scientists. To that end, this project will employ a stereotype inoculation model to test whether environments characterized by majorities of marginalized group members serve to reduce the negative effects of stereotypes, protect identity development, and facilitate self-efficacy and career-related motivation. The study will compare perceptions of campus climate and academic mentoring relationships using populations of undergraduate students from two universities. It will look at specific factors that both exacerbate and buffer the negative effects of racial stereotypes, as well as the implications that they, in turn, have for the development of an adaptive science identity.

This project will test three conceptual models grounded in the stereotype inoculation framework. The first model will portray an erosion process whereby scientific disidentification increases as a function of racial bias and stereotype threat. A second counteractive model will test the potentially facilitative effects of racial identity on scientific self-efficacy through its spillover effect on scientific identity. The third model will examine the unconditional latent growth of implicit scientific identity, as well as the time-varying effects of students' perceptions of their mentoring relationships on the identity outcomes. Data will be collected from cohorts comprising more than 500 STEM majors attending the two universities participating in the project. Outcomes from this work will advance stereotype inoculation theory development through its innovative contextual focus on the micro- and macro-level processes that influence African American science students' STEM career attitudes. The study will also (a) provide insights into the mediating role that multiple identities, both racial and scientific identity, play in buffering these stereotypes, and (b) identify the interpersonal ingredients that comprise effective faculty-student relationships that give shape to multiculturally inclusive academic climates