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Lookup NU author(s): Dr Zachary Petzel
This is the authors' accepted manuscript of an article that has been published in its final definitive form by Routledge, 2022.
For re-use rights please refer to the publisher's terms and conditions.
The present research examined how risk-taking protects against consequences of negative gender stereotypes among women in science, technology, engineering, and mathematics (STEM). In Study 1, undergraduate women and men in STEM (N = 1013) took an online survey assessing risk-taking, academic outcomes, and vulnerability to stereotype threat. Risk-taking predicted positive academic outcomes, regardless of gender. However, a significant interaction between gender and risk-taking emerged, indicating women with higher risk-taking reported lower vulnerability to stereotype threat. In Study 2, undergraduate women in STEM (N = 140) participated in an experiment designed to elicit stereotype threat through the framing of a test (math performance versus problem solving skills) while cardiovascular reactivity was assessed. Hierarchical regression revealed women higher in risk-taking experiencing stereotype threat exhibited adaptive cardiovascular reactivity, accounting for improved math performance. Findings suggest risk-taking may buffer consequences of gender stereotypes. Interventions may bolster risk-taking among women in STEM to improve academic performance and retention.
Author(s): Petzel ZW, Casad BJ
Publication type: Article
Publication status: Published
Journal: The Journal of Experimental Education
Year: 2022
Volume: 90
Issue: 3
Pages: 656-672
Online publication date: 24/11/2020
Acceptance date: 01/11/2019
Date deposited: 07/01/2021
ISSN (print): 0022-0973
ISSN (electronic): 1940-0683
Publisher: Routledge
URL: https://doi.org/10.1080/00220973.2020.1848766
DOI: 10.1080/00220973.2020.1848766
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