‘Speaking Truth’ Protects Underrepresented Minorities’ Intellectual Performance and Safety in STEM
AbstractWe offer and test a brief psychosocial intervention, Speaking Truth to EmPower (STEP), designed to protect underrepresented minorities’ (URMs) intellectual performance and safety in science, technology, engineering, and math (STEM). STEP takes a ‘knowledge as power’ approach by: (a) providing a tutorial on stereotype threat (i.e., a social contextual phenomenon, implicated in underperformance and early exit) and (b) encouraging URMs to use lived experiences for generating be-prepared coping strategies. Participants were 670 STEM undergraduates [URMs (Black/African American and Latina/o) and non-URMs (White/European American and Asian/Asian American)]. STEP protected URMs’ abstract reasoning and class grades (adjusted for grade point average [GPA]) as well as decreased URMs’ worries about confirming ethnic/racial stereotypes. STEP’s two-pronged approach—explicating the effects of structural ‘isms’ while harnessing URMs’ existing assets—shows promise in increasing diversification and equity in STEM. View Full-Text
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Ben-Zeev, A.; Paluy, Y.; Milless, K.; Goldstein, E.; Wallace, L.; Marquez-Magana, L.; Bibbins-Domingo, K.; Estrada, M. ‘Speaking Truth’ Protects Underrepresented Minorities’ Intellectual Performance and Safety in STEM. Educ. Sci. 2017, 7, 65.
Ben-Zeev A, Paluy Y, Milless K, Goldstein E, Wallace L, Marquez-Magana L, Bibbins-Domingo K, Estrada M. ‘Speaking Truth’ Protects Underrepresented Minorities’ Intellectual Performance and Safety in STEM. Education Sciences. 2017; 7(2):65.Chicago/Turabian Style
Ben-Zeev, Avi; Paluy, Yula; Milless, Katlyn; Goldstein, Emily; Wallace, Lyndsey; Marquez-Magana, Leticia; Bibbins-Domingo, Kirsten; Estrada, Mica. 2017. "‘Speaking Truth’ Protects Underrepresented Minorities’ Intellectual Performance and Safety in STEM." Educ. Sci. 7, no. 2: 65.