Influence of motherhood on the implicit academic self-concept of female college students: Distinct effects of subtle exposure to cues and directed thinking |
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Authors: | Thierry Devos Erin Viera Priscila Diaz and Roger Dunn |
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Institution: | (1) Department of Psychology, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182-4611, USA |
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Abstract: | Despite notable steps toward gender equality and significant changes in gender roles, women continue to face tension between
academic aspirations and the more traditional role of caregiver. The goal of the present research was to examine how this
conflict might be revealed through assessments of associations that cannot be consciously controlled. In two experiments,
college women completed implicit association tasks measuring the strength of their academic identification. Experiment 1 (N=55)
showed that implicit academic identification was weaker when motherhood cues were present (rather than absent). In Experiment
2 (N=73), implicit academic identification was weaker when participants reflected on their aspirations to become a college
graduate rather than aspirations to be a mother. These findings emphasize the malleability of the implicit academic self-concept.
More precisely, they document that subtle exposure to cues and more deliberate thought processes produce distinct effects.
This research contributes to a better understanding of contextual influences on the academic self-concept of college women
and their potential implications for academic performances. |
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Keywords: | |
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