对拒绝的前意识注意偏见促进了白人女性在STEM环境中的社会距离

IF 1.2 4区 心理学 Q4 PSYCHOLOGY, SOCIAL
K. Chaney
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引用次数: 1

摘要

科学、技术、工程和数学(STEM)环境中充斥着对女性的身份威胁暗示,导致了脱离。对警惕-回避假说的研究表明,个体可以快速检测到威胁线索,然后避免检测到的威胁,以减轻与威胁相关的负面影响。结合这些研究,本研究调查了白人女性在暴露于身份威胁和身份安全线索后,与中性条件相比,在STEM环境中对拒绝的前意识注意偏见(PAB-R)和回避行为(社交距离)。白人女性的PAB-R在对身份威胁线索的反应中显著升高,在对身份安全线索的反应时显著降低。此外,PAB-R越大,社交距离越大(研究1b和2)。目前的研究表明,PAB-R是一种新的、自动的过程,通过它,身份线索与STEM女性的回避有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Preconscious Attentional Bias to Rejection Facilitates Social Distancing for White Women in STEM Contexts
Science, technology, engineering, and mathematic (STEM) contexts are imbued with identity-threat cues for women, leading to disengagement. Research on the vigilance-avoidance hypothesis suggests that individuals rapidly detect threat cues and subsequently avoid detected threats to mitigate experiencing the negative implications associated with the threat. Integrating these lines of research, the present research examined White women’s preconscious attentional bias to rejection (PAB-R) and avoidance behavior (social distancing) in STEM contexts after exposure to identity-threat and identity-safety cues compared to neutral conditions. White women’s PAB-R was significantly greater in response to identity-threat cues and significantly decreased in response to identity-safety cues. Moreover, greater PAB-R led to greater social distancing (Studies 1b and 2). The present studies identified PAB-R as a novel, automatic process by which identity cues were associated with avoidance for women in STEM.
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来源期刊
Social Cognition
Social Cognition PSYCHOLOGY, SOCIAL-
CiteScore
3.00
自引率
0.00%
发文量
23
期刊介绍: An excellent resource for researchers as well as students, Social Cognition features reports on empirical research, self-perception, self-concept, social neuroscience, person-memory integration, social schemata, the development of social cognition, and the role of affect in memory and perception. Three broad concerns define the scope of the journal: - The processes underlying the perception, memory, and judgment of social stimuli - The effects of social, cultural, and affective factors on the processing of information The behavioral and interpersonal consequences of cognitive processes.
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