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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Solutions
This line of research focuses on developing and testing interventions for reducing bias and creating inclusive environments. Not only does our research aim to identify cues of stigma, but we also aim to identify cues of identity safety that signal inclusion. That is, how can we make STEM contexts welcoming for everyone?
We believe it is important to involve men as part of the solution to changing the gender climate in STEM. Many intervention programs focus on women -- although these programs have positive implications for empowering women, they don’t address how to change the structural barriers and biases that exist within STEM contexts. Some of our preliminary work indicates that when a climate is perceived as being biased toward women, this negatively affects both women and men. These results suggest that it is in everyone's best interest (majority and underrepresented groups) to have a work climate that is welcoming and inclusive.
An important step toward creating change is first recognizing what subtle bias actually looks like. In collaboration with others, we have tested the effectiveness of the Workshop Activity for Gender Equity, an interactive activity that demonstrates what sexism actually looks like in the workplace – that it occurs as these small subtle gender biases that accumulate over time to create gender disparities. Our results show that WAGES increases people’s knowledge and recognition of gender bias, and increases their motivation to take steps to address bias (both women and men). These results are promising, suggesting that WAGES has the potential to be used in organizations as an initial step toward recognizing and addressing bias. We are continuing to improve and develop WAGES for multiple types of work contexts. Please visit the WAGES website for more information.
We believe it is important to involve men as part of the solution to changing the gender climate in STEM. Many intervention programs focus on women -- although these programs have positive implications for empowering women, they don’t address how to change the structural barriers and biases that exist within STEM contexts. Some of our preliminary work indicates that when a climate is perceived as being biased toward women, this negatively affects both women and men. These results suggest that it is in everyone's best interest (majority and underrepresented groups) to have a work climate that is welcoming and inclusive.
An important step toward creating change is first recognizing what subtle bias actually looks like. In collaboration with others, we have tested the effectiveness of the Workshop Activity for Gender Equity, an interactive activity that demonstrates what sexism actually looks like in the workplace – that it occurs as these small subtle gender biases that accumulate over time to create gender disparities. Our results show that WAGES increases people’s knowledge and recognition of gender bias, and increases their motivation to take steps to address bias (both women and men). These results are promising, suggesting that WAGES has the potential to be used in organizations as an initial step toward recognizing and addressing bias. We are continuing to improve and develop WAGES for multiple types of work contexts. Please visit the WAGES website for more information.
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.