caa a22 4500 60623926X CHVBK 20210128101302.0 cr unu---uuuuu 210128e20150901xx s 000 0 eng 10.1007/s11218-015-9296-8 doi (NATIONALLICENCE)springer-10.1007/s11218-015-9296-8 Losing its expected communal value: how stereotype threat undermines women's identity as research scientists [Elektronische Daten] [Jessi Smith, Elizabeth Brown, Dustin Thoman, Eric Deemer] The worry or concern over confirming negative gender group stereotypes, called stereotype threat, is one explanation for women's worldwide underrepresentation in undergraduate science classes and majors. But how does stereotype threat translate into fewer women motivated for science? In this quantitative study with a sample from the US, we use Expectancy Value Theory to examine whether and how stereotype threat concerns might influence women's science identification. To do this, we collected survey data from 388 women enrolled in introductory physics (male-dominated) and biology (female-dominated) undergraduate laboratory classes at three universities. We examined multiple indirect effect paths through which stereotype threat could be associated with science identity and the associated future motivation to engage in scientific research. In addition to replicating established expectancy-value theory motivational findings, results support the novel prediction that one route through which stereotype threat negatively impacts women's science identity is via effects on perceptions about the communal utility value of science. Especially among women in physics who expressed greater stereotype threat concerns than women in biology, science identification was lower to the extent that stereotype threat reduced how useful science was seen for helping other people and society. Implications for ways to create an inclusive learning context that combats stereotype threat concerns and broadens undergraduate women's participation in science are discussed. Springer Science+Business Media Dordrecht, 2015 Gender nationallicence Science identification nationallicence Science education nationallicence Expectancy value nationallicence Stereotype threat nationallicence Motivation nationallicence Smith Jessi Department of Psychology, Montana State University, P.O. Box 173440, 59717, Bozeman, MT, USA aut Brown Elizabeth University of North Florida, 1 UNF Drive, 32224, Jacksonville, FL, USA aut Thoman Dustin California State University Long Beach, 1250 Bellflower Blvd, 90840, Long Beach, CA, USA aut Deemer Eric Department of Educational Studies, Purdue University, 100 N. University St., 47907, West Lafayette, IN, USA aut Social Psychology of Education Springer Netherlands 18/3(2015-09-01), 443-466 1381-2890 18:3<443 2015 18 11218 https://doi.org/10.1007/s11218-015-9296-8 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-015-9296-8 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Smith Jessi Department of Psychology, Montana State University, P.O. Box 173440, 59717, Bozeman, MT, USA aut NATIONALLICENCE 700 1- Brown Elizabeth University of North Florida, 1 UNF Drive, 32224, Jacksonville, FL, USA aut NATIONALLICENCE 700 1- Thoman Dustin California State University Long Beach, 1250 Bellflower Blvd, 90840, Long Beach, CA, USA aut NATIONALLICENCE 700 1- Deemer Eric Department of Educational Studies, Purdue University, 100 N. University St., 47907, West Lafayette, IN, USA aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/3(2015-09-01), 443-466 1381-2890 18:3<443 2015 18 11218