caa a22 4500 606239456 CHVBK 20210128101303.0 cr unu---uuuuu 210128e20151201xx s 000 0 eng 10.1007/s11218-015-9310-1 doi (NATIONALLICENCE)springer-10.1007/s11218-015-9310-1 The threat of sexism in a STEM educational setting: the moderating impacts of ethnicity and legitimacy beliefs on test performance [Elektronische Daten] [Laurie O'Brien, Donna Garcia, Glenn Adams, J. Villalobos, Elliott Hammer, Patricia Gilbert] Social identity threat has negative consequences for women in science, technology, engineering, and mathematics (STEM) fields. The present study examined whether legitimacy beliefs—beliefs that status differences between men and women in STEM fields are fair—put women at risk for experiencing social identity threat and poorer performance on a difficult logic test. Legitimacy beliefs served as a risk factor for both women from ethnic groups that are overrepresented in STEM (e.g., Asian Americans and European Americans) and from ethnic groups that are underrepresented in STEM (African Americans and Latina Americans), albeit under different conditions. Among women from overrepresented ethnic groups, legitimacy beliefs were negatively related to test performance when explicit cues to sexism were present. However, among women from underrepresented ethnic groups, legitimacy beliefs were negatively related to test performance when explicit cues to sexism were absent. The present research points to the need for inclusion of ethnic diversity in studies of women in STEM. Springer Science+Business Media Dordrecht, 2015 Social identity threat nationallicence STEM nationallicence Gender nationallicence Intersectionality nationallicence Legitimacy beliefs nationallicence O'Brien Laurie Department of Psychology, Tulane University, 70118, New Orleans, LA, USA aut Garcia Donna Department of Psychology, California State University San Bernardino, San Bernardino, CA, USA aut Adams Glenn Department of Psychology, University of Kansas, Lawrence, KS, USA aut Villalobos J. Department of Psychology, University of Nevada, Reno, NV, USA aut Hammer Elliott Department of Psychology, Xavier University of Louisiana, New Orleans, LA, USA aut Gilbert Patricia Department of Psychology, Tulane University, 70118, New Orleans, LA, USA aut Social Psychology of Education Springer Netherlands 18/4(2015-12-01), 667-684 1381-2890 18:4<667 2015 18 11218 https://doi.org/10.1007/s11218-015-9310-1 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/s11218-015-9310-1 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- O'Brien Laurie Department of Psychology, Tulane University, 70118, New Orleans, LA, USA aut NATIONALLICENCE 700 1- Garcia Donna Department of Psychology, California State University San Bernardino, San Bernardino, CA, USA aut NATIONALLICENCE 700 1- Adams Glenn Department of Psychology, University of Kansas, Lawrence, KS, USA aut NATIONALLICENCE 700 1- Villalobos J. Department of Psychology, University of Nevada, Reno, NV, USA aut NATIONALLICENCE 700 1- Hammer Elliott Department of Psychology, Xavier University of Louisiana, New Orleans, LA, USA aut NATIONALLICENCE 700 1- Gilbert Patricia Department of Psychology, Tulane University, 70118, New Orleans, LA, USA aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/4(2015-12-01), 667-684 1381-2890 18:4<667 2015 18 11218