Projects
Assumptions of normativityWhat are the consequences of positioning some groups as the norm and other groups as deviating from prevailing norms?
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Situational cues of stigmaHow do subtle situational cues contribute to group disparities in achievement domains?
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SolutionsHow can we create environments that are inclusive and welcoming for everyone?
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Situational Cues of Stigma
Environments are filled with subtle cues about how we might be treated by and fit in with others based on our social identity (e.g., gender, race-ethnicity, age, social class, etc.). For members of negatively stereotyped or stigmatized groups, seemingly innocuous cues can signify that one’s social identity is devalued or does not belong in the setting. For example, an underrepresentation of women on the websites of science departments may signal to potential students that the department is not woman-friendly. This program of research aims to identify the cues that shape people’s perceptions about whether their treatment, fit, and success in an environment will be contingent on their social identity. We also examine how these cues contribute to group disparities – particularly gender disparities in science, technology, engineering, and math (STEM) domains – as well as interventions to mitigate these negative effects and promote inclusive environments.
Representative Publications
Cundiff, J. L., Danube, C., Zawadzki, M. J., & Shields, S. A. (2014). Using experiential learning to increase the recognition of everyday sexism as harmful: The WAGES intervention. Journal of Social Issues, 70, 703-721.
Cundiff, J. L., Vescio, T. K., Loken, E., & Lo, L. (2013). Do gender-science stereotypes predict science identification and science career aspirations among undergraduate science majors? Social Psychology of Education: An International Journal, 16, 541-554.
Cundiff, J. L. (2012). Is mainstream psychological research “womanless” and “raceless”? An updated analysis. Sex Roles, 67, 158-173.
Cundiff, J. L., Vescio, T. K., Loken, E., & Lo, L. (2013). Do gender-science stereotypes predict science identification and science career aspirations among undergraduate science majors? Social Psychology of Education: An International Journal, 16, 541-554.
Cundiff, J. L. (2012). Is mainstream psychological research “womanless” and “raceless”? An updated analysis. Sex Roles, 67, 158-173.