article B

Question 1

Higher female employment in the researcher workforce related to weaker explicit and implicit, gender-science stereotypes t or f

Answer 1

weaker explicit but not implicit

Question 2

the relationship between women’s educational enrollment in science and implicit gender-science stereotypes differed based on edu how

Answer 2

was stronger for college-educated participants than participants without college education

Question 3

what theory provides a framework for understanding how gender stereotypes form and change

Answer 3

social role theory

Question 4

why do stereotypes about other social groups vary across nations

Answer 4

because repeatedly observing members of Dif social groups in role linked activities decreases adherence

Question 5

why experimental studies have revealed that exposure to successful women engineers and mathematicians have not consistently weak- ened gender-STEM stereotypes

Answer 5

sparse counterstereotypic examples can be dismissed as atypical through a process called subtyping

Question 6

sparse counterstereotypic examples can be dismissed as atypical through a process called …

Answer 6

subtyping

Question 7

compared with physical science majors,… majors reported weaker explicit gender-science stereotypes but still implicitly associated science with men to the same extent

Answer 7

biological science

Question 8

compared with physical science majors,… majors reported weaker explicit gender-science stereotypes but still implicitly associated science with men to the same extent

Answer 8

biological science

Question 9

bidirectional relation- ship in which stereotypes influence … and …. influences stereotypes

Answer 9

achievement

Question 10

To test these predictions, our study analyzed two aspects of women’s particiption in science: percentage of women among what 2 things

Answer 10

(a) all science majors (community college or above) and (b) employed researchers.

Question 11

why do implicit and explicit measures differ

Answer 11

implicit reflect activation of memory

explicit the outcomes of propositional processes

Question 12

what kind of info can change explicit stereotypes

Answer 12

brief exposure to propositional information (e.g., statistics about wom- en’s representation in science) could change explicit stereotypes.

Question 13

what kind of info can change explicit stereotypes

Answer 13

brief exposure to propositional information (e.g., statistics about wom- en’s representation in science) could change explicit stereotypes.

Question 14

stereotypes were large even in nations such as Argen- tina and Bulgaria why is this surprising

Answer 14

women were approximately half of the nation’s science majors and employed researchers.

Question 15

how strong was the correlation of implicit to explicit stereotypes amount individuals within a nation

Answer 15

explicit and implicit mea- sures correlated weakly among individuals within nations

Question 16

higher female enrolment in sciences predicted lower implicit or explicit stereotyping

Answer 16

both

Question 17

differences between women representations in science edu vs researcher workforce predicted which kind of stereotypes

Answer 17

implicit

Question 18

are gender science stereotypes stronger for males or females

Answer 18

females

Question 19

**In support of the specificity to science fields, women’s representation in science did not predict explicit gender stereo- types about liberal arts. Furthermore, compared with gender dif- ferences in science achievement (Nosek et al., 2009), women’s representation in science more robustly predicted explicit and implicit stereotypes.

Answer 19

??

Question 20

women’s employment in the researcher work- force predicted what kind of gender-science stereotypes? This result suggests that repeated and varied expo- sures to counterstereotypic women may be necessary to stably change implicit gender-science stereotypes

Answer 20

only explicit, but not implicit

Question 21

relationships between gender diversity and explicit stereotypes were similar for partici- pants with and without college education, even though participants without college education likely had less repeated exposure to female and male science majors. why is this

Answer 21

These results align with other findings that people often are highly accurate in explicitly estimating gender compositions of occupations.

Question 22

the opposite is possible that stereotype may cause underachievement what’s this called

Answer 22

stereotype threat

Question 23

**if the gender composition of science majors in college did not affect stereotypes, then stereotypes of individuals with and without college education should not differ.

Answer 23

?

Question 24

college education predicted stronger implicit stereo- types, but only in nations where …. In contrast, college education predicted weaker implicit stereotypes in nations where …

Answer 24

men dominated science majors

women dominated science majors.

Question 25

what is the associative propositional model

Answer 25

implicit measures reflect the activations of associations in mem- ory, whereas explicit measures reflect the outcomes of proposi- tional processes.