How to combat stereotypes and increase diversity in science

The stereotype inoculation model reveals that experts and peers from within underrepresented groups can help battle stereotypes that prevent individuals from pursuing high-achievement careers.

We like to believe that we freely choose what career we want to pursue. However, stereotypes, assumptions and beliefs about the groups we belong to, that have developed over many years, may influence our decision to follow a certain career path or avoid careers where we feel we do not belong. These in-group stereotypes often go unnoticed and can substantially decrease the number of women and individuals from underrepresented groups pursuing science, technology, engineering and mathematics (STEM) careers.

Members of one’s own in-group that have succeeded in pursuing STEM careers can act as an inoculation against negative stereotypes and self-doubt. The earlier students engage with successful experts or peers, the more likely they are to defy negative stereotypes, experience increased self-efficacy and identify more strongly with STEM. Hence role models and experts as well as peer mentors and friends in STEM who are from underrepresented groups can drive students from these groups to overcome stereotypes and choose STEM careers.

This stereotype inoculation model can be implemented through a number of policies and actions. For example, polices that focus on connecting women and minorities to in-group experts and peer mentors can have a strong impact on individuals’ sense of belonging and engagement with STEM. Celebrating scientists from underrepresented groups can also help to combat stereotypes. Hiring clusters of scientists from underrepresented groups can create a community of peers and help to enhance a sense of belonging in STEM. Such initiatives can reduce the impact of negative stereotypes and allow individuals to make truly free choices to pursue STEM, thus leading to more diversity in STEM.

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Study Details

Sample size(s): N/A

Participants: N/A

Design: Qualitative, review/theoretical framework

Reference:

Dasgupta, N. (2011). Ingroup experts and peers as social vaccines who inoculate the self-concept: The stereotype inoculation model. Psychological Inquiry, 22(4), 231–246. doi:10.1080/1047840X.2011.607313

Summarized by WinSights team members: Emily Ana Butler, Bianca Dreyer & Catherine Palm