Meadows, L., & Sekaquaptewa, D., & Slade, D., & Burley, L. (2022, August), Recognition of Subtle Bias Tempers Explicit Gender Stereotyping Among STEM Students  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--42006

\bibitem{asee_peer_42006}
  Meadows, L., \& Sekaquaptewa, D., \& Slade, D., \& Burley, L. (2022, August), \emph{Recognition of Subtle Bias Tempers Explicit Gender Stereotyping Among STEM Students}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--42006

Lorelle Meadows, Denise Sekaquaptewa, Darnishia Slade, and Logan Burley.  "Recognition of Subtle Bias Tempers Explicit Gender Stereotyping Among STEM Students".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/42006 Internet.  13 May, 2025

\bibitem{asee_peer_42006}
  Lorelle Meadows, Denise Sekaquaptewa, Darnishia Slade, and Logan Burley.
  "Recognition of Subtle Bias Tempers Explicit Gender Stereotyping Among STEM Students".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/42006 Internet.  13 May, 2025

@INPROCEEDINGS{asee_peer_42006
author = "Lorelle Meadows, Denise Sekaquaptewa, Darnishia Slade, and Logan Burley"
title = "Recognition of Subtle Bias Tempers Explicit Gender Stereotyping Among STEM Students"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42006}
number = {10.18260/1-2--42006}
}

TY  - CPAPER
AB  - The overarching goal of this research project is to provide a novel contribution to perceived bias research by testing the hypothesis that mere exposure to instances of subtle gender bias in STEM settings can have important effects on observers, depending on whether they recognize such events as gender bias or do not see it as bias.  The goal of the first of five experiments was to assess how witnessing subtle gender bias events influences explicit stereotype activation among people who recognize the events as gender stereotyping as well as those who do not. We utilized video materials that were developed and tested in our previous NSF research that show a group of four engineering students, 2 women and 2 men, working together on an engineering design task. There are two versions of the video: one in which the students engaged in subtle gender bias (bias version), and one in which the students engaged in neutral interactions (control version). Over 400 participants were recruited from a large midwestern research university from computer science and engineering majors in which 30% or fewer majors are women. The survey included assessments of perceptions of gender stereotyping in the video, general stereotype endorsement and STEM stereotype endorsement, and three individual difference measures (gender-based rejection sensitivity, sexism sensitivity and negative emotionality) used as covariates in analyses. We found that participants who saw the bias video reported greater explicit stereotyping when they failed to recognize gender bias in the video. When they did recognize bias, they reported explicit stereotyping at levels similar to those in the control condition.  This pattern suggests that exposure to subtle gender bias events may have activated gender stereotypes, but when participants recognized the events as gender bias, they tempered their explicit stereotyping.  

AU  - Lorelle Meadows
AU  - Denise Sekaquaptewa
AU  - Darnishia Slade
AU  - Logan Burley
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Recognition of Subtle Bias Tempers Explicit Gender Stereotyping Among STEM Students
UR  - https://peer.asee.org/42006
DO  - 10.18260/1-2--42006
ER  -