How You See It Matters: The Role of Perspective Taking On Receiving Negative Feedback In A Stereotyped Realm.
dc.contributor.author | Dougherty, Adrienne N. | |
dc.date.accessioned | 2016-09-13T13:52:32Z | |
dc.date.available | NO_RESTRICTION | |
dc.date.available | 2016-09-13T13:52:32Z | |
dc.date.issued | 2016 | |
dc.date.submitted | 2016 | |
dc.identifier.uri | https://hdl.handle.net/2027.42/133336 | |
dc.description.abstract | Women remain underrepresented in science, technology, engineering, and mathematics (STEM) fields, perhaps in part because of the prevalent experience of stereotype threat. Stereotype threat leads to a ruminative cycle of negative thoughts and emotions resulting in decreased performance and motivation. It is expected that adopting a distanced self-perspective can disrupt this ruminative cycle and buffer the downstream negative effects of stereotype threat. Study 1 tests this by asking college women of all majors to adopt a self-distanced perspective while completing a math exam that created stereotype threat. Study 1 suggests that adopting a self-distanced perspective can increase women’s motivation and performance on a math exam. Study 2a aimed to replicate these effects among a sample of women highly invested in the STEM realm and to extend the findings to strength of STEM identity and commitment to future plans in STEM. Generally, adopting a self-distanced perspective led to increases in motivation in both solvable and unsolvable math exam problems, self-reported strength of STEM identity, and commitment to future plans. Study 2b sought to understand how the presence of stereotype threat interacted with self-perspective by examining the motivation and performance of STEM men while utilizing a self-distanced perspective. Contrasting Studies 2a and Study 2b demonstrated that self-distancing influenced motivation only for those experiencing stereotype threat. Study 3 examined the mechanism through which adopting a self-distanced perspective disrupted the ruminative cycle associated with stereotype threat. A thought listing task was utilized to gain insight into the thoughts and feelings women had while adopting different self-perspectives after receiving negative feedback. Women who adopted a self-distanced perspective reported significantly fewer internal and external attributions about the negative feedback they received. Study 4 assessed the influence that adopting a self-distanced perspective can have on protecting available working memory during a recall task. Female college students across all majors who adopted a self-distanced perspective demonstrated increased working memory directly following the self-perspective manipulation. Overall, adopting a self-distanced perspective was found to mitigate many of the negative effects of stereotype threat. Implications for use of self-distancing as a tool to combat stereotype threat are discussed. | |
dc.language.iso | en_US | |
dc.subject | self-distancing | |
dc.subject | stereotype threat in science and math | |
dc.subject | motivation | |
dc.subject | emotions | |
dc.subject | emotion regulation | |
dc.subject | self-perspective | |
dc.title | How You See It Matters: The Role of Perspective Taking On Receiving Negative Feedback In A Stereotyped Realm. | |
dc.type | Thesis | en_US |
dc.description.thesisdegreename | PhD | |
dc.description.thesisdegreediscipline | Psychology | |
dc.description.thesisdegreegrantor | University of Michigan, Horace H. Rackham School of Graduate Studies | |
dc.contributor.committeemember | Sekaquaptewa, Denise J | |
dc.contributor.committeemember | Jagers, Robert Jeffries | |
dc.contributor.committeemember | Kross, Ethan F | |
dc.contributor.committeemember | Ellsworth, Phoebe C | |
dc.subject.hlbsecondlevel | Psychology | |
dc.subject.hlbtoplevel | Social Sciences | |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/133336/1/adough_1.pdf | |
dc.owningcollname | Dissertations and Theses (Ph.D. and Master's) |
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