*Note* This scheduling program was not designed by folks who do a lot with APA Style and unfortunately it defaults to listing authors in alphabetical order. We cannot fix this for this online schedule, but the author orders are posted in the order submitted in the printed program available via pdf here.
Males and females exhibit similar math and science achievement levels in K-12. Therefore, other variables are believed to play a considerable role in the continued underrepresentation of females and minorities in certain STEM career trajectories. This symposium will provide an overview and present data from three different types of studies that seek to impact attitudes about math, science, and gender stereotypes and enhance behavioral performance on STEM-related tasks. National and international data on female achievement in math and science will be reviewed. Math and science anxiety will be defined and operationalized and examples of assessment measures used in this area will be demonstrated. Gender stereotyping in STEM and the use of measures such as the Gender-Science Implicit Attitudes Test (IAT) are described. Methods for encouraging females to develop and maintain a strong math and science self-concept are explored. Data are presented from a study on pre-service teachers, suggesting that anxious attitudes about math and science and stereotypes about gender and science may be implicitly conveyed to K-12 students, impact female students more than male students, and could potentially be prevented. Outcome data are also presented on a brief mindful math intervention for female college students designed to increase math performance and decrease negative cognitions. Lastly, brief “reverse” stereotype threat interventions aimed at female, ethnic minority and low SES college students are described and discussed, with the goal of creating new and potentially quick methods for decreasing math and science anxiety and enhancing performance levels in these populations.
Over the last 20 years the United States has witnessed the arrival of 8.5 million Latino immigrants (PEW Hispanic Center, 2013). College education can be a platform for leadership and social change. However, in 2012 only 14.5% of U.S. Latinos ages 25 and older had earned a college degree. In this symposium, we focus on particularly vulnerable groups within the Latino community: women, and undocumented youth. The presentations describe the experience of people who reach out beyond the constriction of laws, customs, roles and risks, toward a better future. In two qualitative studies, these minorities –within-a- minority are given voice, and their subjective experience is made visible, so that advocates, clinicians and scholars can work effectively in their behalf. The first interview study compares Latinas who hold a college degree with those who never attended college. Strengths include self-efficacy, a collectivist approach, and resistamce to stereotype threat and the pressure of traditional gender roles. The researcher’s own experiences inform the study. The second interview study shows how immigration policy affects the daily functioning and mental health of undocumented Latino/as. Undocumented students are vulnerable to anti-immigration views, institutional restrictions on legal employment both during and after college, marginalization, discrimination, acculturation stress, fear of deportation and financial struggles. These stressors cumulatively contribute to anxiety, depression, and alienation Findings provide a knowledge base for college counselors and others who seek to address these mental health concerns and to provide comprehensive and knowledgeable service. In the discussion, we use this information, together with the history of advocacy and support , to brainstorm about what teachers, family members, school counselors, and psychologists can do to further the dreams of these young people, now and in the years ahead, while they are prevented from access to the American dream. Dr,Kuba will chair.
