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Connectedness with nature refers to an individual’s beliefs about their relationship with the natural environment. The current paper integrates connectedness with nature into a broader framework of balanced identity theory as a form of self-concept, and presents new data showing that individuals tend toward balanced-congruity and hold cognitive configurations that balance self-concept, environmental attitudes, and self-esteem. In essence, when an individual scores highly on one of these constructs, it is likely that they will score highly on the other two constructs. Two hundred and seventy-six undergraduate students completed explicit and implicit measures of connectedness with nature, attitudes toward nature, and self-esteem. The balanced-congruity principle was supported with implicit measures (e.g., Implicit Association Test), but not explicitly with self-report measures. Results suggest that attitudes toward nature, connectedness with nature, and self-esteem form a balanced triadic structure of implicit environmental identity. The findings extend our understanding of connectedness with nature, by integrating it into a broader framework that links connectedness, attitudes, and self-esteem as a triadic form of environmental identity. This finding has important implications for practitioners interested in fostering environmental identities and promoting sustainability.
Coral Bruni; P. Schultz; Anna Woodcock. The Balanced Structure of Environmental Identity. Sustainability 2021, 13, 8168 .
AMA StyleCoral Bruni, P. Schultz, Anna Woodcock. The Balanced Structure of Environmental Identity. Sustainability. 2021; 13 (15):8168.
Chicago/Turabian StyleCoral Bruni; P. Schultz; Anna Woodcock. 2021. "The Balanced Structure of Environmental Identity." Sustainability 13, no. 15: 8168.
New data highlight the importance of undergraduate research experiences (UREs) for keeping underrepresented science students on the pathway to a scientific career. We used a large-scale, 10-year, longitudinal, multi-institutional, propensity-score-matched research design to compare the academic performance and persistence in science of students who participated in URE(s) with those of similar students who had no research experience. Our results showed that students who completed 10 or more hours of cocurricular, faculty-mentored research per week across two or more academic semesters or summers were significantly more likely to graduate with a science-related bachelor's degree, to be accepted into a science-related graduate training program, and to be training for or working in the scientific workforce 6 years after graduation. Importantly, the findings show that just having a URE was not enough to influence persistence in science; it required a commitment of 10 or more hours per week over two or more semesters of faculty-mentored research.
Paul R Hernandez; Anna Woodcock; Mica Estrada; P Wesley Schultz. Undergraduate Research Experiences Broaden Diversity in the Scientific Workforce. BioScience 2018, 68, 204 -211.
AMA StylePaul R Hernandez, Anna Woodcock, Mica Estrada, P Wesley Schultz. Undergraduate Research Experiences Broaden Diversity in the Scientific Workforce. BioScience. 2018; 68 (3):204-211.
Chicago/Turabian StylePaul R Hernandez; Anna Woodcock; Mica Estrada; P Wesley Schultz. 2018. "Undergraduate Research Experiences Broaden Diversity in the Scientific Workforce." BioScience 68, no. 3: 204-211.
Professional communities are experiencing scandals involving unethical and illegal practices daily. Yet it should not take a national major structure failure to highlight the importance of ethical awareness and behavior, or the need for the development and practice of ethical behavior in engineering students. Development of ethical behavior skills in future engineers is a key competency for engineering schools as ethical behavior is a part of the professional identity and practice of engineers. While engineering educators have somewhat established instructional methods to teach engineering ethics, they still rely heavily on teaching ethical awareness, and pay little attention to how well ethical awareness predicts ethical behavior. However the ability to exercise ethical judgement does not mean that students are ethically educated or likely to behave in an ethical manner. This paper argues measuring ethical judgment is insufficient for evaluating the teaching of engineering ethics, because ethical awareness has not been demonstrated to translate into ethical behavior. The focus of this paper is to propose a model that correlates with both, ethical awareness and ethical behavior. This model integrates the theory of planned behavior, person and thing orientation, and spheres of control. Applying this model will allow educators to build confidence and trust in their students’ ability to build a professional identity and be prepared for the engineering profession and practice.
Diana Bairaktarova; Anna Woodcock. Engineering Student’s Ethical Awareness and Behavior: A New Motivational Model. Science and Engineering Ethics 2016, 23, 1129 -1157.
AMA StyleDiana Bairaktarova, Anna Woodcock. Engineering Student’s Ethical Awareness and Behavior: A New Motivational Model. Science and Engineering Ethics. 2016; 23 (4):1129-1157.
Chicago/Turabian StyleDiana Bairaktarova; Anna Woodcock. 2016. "Engineering Student’s Ethical Awareness and Behavior: A New Motivational Model." Science and Engineering Ethics 23, no. 4: 1129-1157.
Stereotypes influence academic interests, performance, and ultimately career goals. The long-standing National Institutes of Health Research Initiative for Scientific Enhancement (RISE) training program has been shown to be effective at retaining underrepresented minorities in science. We argue that programs such as RISE may alter the experience and impact of stereotype threat on academic achievement goals and future engagement in a scientific career. We report analyses of a national sample comparing RISE students with a propensity score-matched control group over a 6-year period. Mediation analyses revealed that while RISE program membership did not buffer students from stereotype threat, it changed students’ downstream responses and ultimately their academic outcomes. Nonprogram students were less likely than RISE students to persist in the sciences, partially because feelings of stereotype threat diminished their adoption of mastery goals. We discuss how these findings inform stereotype threat and goal orientation theories and provide insight into the success of intervention programs.
Anna Woodcock; Paul Hernandez; P. Wesley Schultz. Diversifying Science. Social Psychological and Personality Science 2015, 7, 184 -192.
AMA StyleAnna Woodcock, Paul Hernandez, P. Wesley Schultz. Diversifying Science. Social Psychological and Personality Science. 2015; 7 (2):184-192.
Chicago/Turabian StyleAnna Woodcock; Paul Hernandez; P. Wesley Schultz. 2015. "Diversifying Science." Social Psychological and Personality Science 7, no. 2: 184-192.
John Levine; Michael Hogg; Margo Monteith; Anna Woodcock. Modern Forms of Prejudice. Encyclopedia of Group Processes & Intergroup Relations 2014, 1 .
AMA StyleJohn Levine, Michael Hogg, Margo Monteith, Anna Woodcock. Modern Forms of Prejudice. Encyclopedia of Group Processes & Intergroup Relations. 2014; ():1.
Chicago/Turabian StyleJohn Levine; Michael Hogg; Margo Monteith; Anna Woodcock. 2014. "Modern Forms of Prejudice." Encyclopedia of Group Processes & Intergroup Relations , no. : 1.
Paul R. Hernandez; Anna Woodcock; Mica Estrada; Maria Aguilar; Britt'ny Gonzales; Lilibeth Flores; Stephen Quartucci; P. Wesley Schultz. Weathering the storm: Stem training programs buffer minority students from the negative outcomes, but not the experience, of stereotype threat. PsycEXTRA Dataset 2014, 1 .
AMA StylePaul R. Hernandez, Anna Woodcock, Mica Estrada, Maria Aguilar, Britt'ny Gonzales, Lilibeth Flores, Stephen Quartucci, P. Wesley Schultz. Weathering the storm: Stem training programs buffer minority students from the negative outcomes, but not the experience, of stereotype threat. PsycEXTRA Dataset. 2014; ():1.
Chicago/Turabian StylePaul R. Hernandez; Anna Woodcock; Mica Estrada; Maria Aguilar; Britt'ny Gonzales; Lilibeth Flores; Stephen Quartucci; P. Wesley Schultz. 2014. "Weathering the storm: Stem training programs buffer minority students from the negative outcomes, but not the experience, of stereotype threat." PsycEXTRA Dataset , no. : 1.
Paul R. Hernandez; P. Wesley Schultz; Mica Estrada; Anna Woodcock; Randie C. Chance. "Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of underrepresented students in STEM": Correction to Hernandez et al. (2013). Journal of Educational Psychology 2013, 105, 1025 -1025.
AMA StylePaul R. Hernandez, P. Wesley Schultz, Mica Estrada, Anna Woodcock, Randie C. Chance. "Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of underrepresented students in STEM": Correction to Hernandez et al. (2013). Journal of Educational Psychology. 2013; 105 (4):1025-1025.
Chicago/Turabian StylePaul R. Hernandez; P. Wesley Schultz; Mica Estrada; Anna Woodcock; Randie C. Chance. 2013. ""Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of underrepresented students in STEM": Correction to Hernandez et al. (2013)." Journal of Educational Psychology 105, no. 4: 1025-1025.
This chapter provides a historical overview of research on stereotyping and prejudice inspired by social cognition. Before the 1980s, social cognition stimulated understandings of stereotype development, organization, and use. Social cognition research burgeoned in the 1980s and thereafter, emphasizing most notably the roles of automaticity (or implicit processes) and control. The focus on automatic processes came at a crucial juncture in the 1980s, when consciously held attitudes alone could not explain racial biases. The 1990s saw the development of sophisticated procedures for assessing individual differences in automaticity and increased understanding of self-regulation and control. These emphases continued in the 2000s, along with advances in process parsing, neuroscientific approaches, and investigations of malleability. Altogether, the chapter makes clear the revolutionary role of the social cognition approach.
Margo J. Monteith; Anna Woodcock; Jill E. Lybarger. Automaticity and Control in Stereotyping and Prejudice:. Automaticity and Control in Stereotyping and Prejudice: 2013, 1 .
AMA StyleMargo J. Monteith, Anna Woodcock, Jill E. Lybarger. Automaticity and Control in Stereotyping and Prejudice:. Automaticity and Control in Stereotyping and Prejudice:. 2013; ():1.
Chicago/Turabian StyleMargo J. Monteith; Anna Woodcock; Jill E. Lybarger. 2013. "Automaticity and Control in Stereotyping and Prejudice:." Automaticity and Control in Stereotyping and Prejudice: , no. : 1.
Mica Estrada; Paul R. Hernandez; Anna Woodcock; Maria Aguilar; P. Wesley Schultz. I Can, but I'm Not Staying! The Integration of Underrepresented Minority Students Into the Sciences. PsycEXTRA Dataset 2013, 1 .
AMA StyleMica Estrada, Paul R. Hernandez, Anna Woodcock, Maria Aguilar, P. Wesley Schultz. I Can, but I'm Not Staying! The Integration of Underrepresented Minority Students Into the Sciences. PsycEXTRA Dataset. 2013; ():1.
Chicago/Turabian StyleMica Estrada; Paul R. Hernandez; Anna Woodcock; Maria Aguilar; P. Wesley Schultz. 2013. "I Can, but I'm Not Staying! The Integration of Underrepresented Minority Students Into the Sciences." PsycEXTRA Dataset , no. : 1.
Two experiments examined whether Whites’ implicit biases toward Blacks could be reduced by conditioning links between Blacks and the self. Via a computer-mediated experience, White participants were assigned to the same (minimal) group as several Black individuals and practiced classifying photographs as “MY GROUP” or “OTHER GROUP.” Subsequent performance on implicit prejudice and stereotyping measures was compared to a control condition and another condition involving extensive counterstereotype conditioning. Across experiments, the link to self strategy significantly reduced implicit prejudice, relative to the control condition, and to the same extent as the counterstereotype conditioning condition. Process dissociation analyses revealed that these effects corresponded with a reduction in the automatic activation of biased associations. Counterstereotype conditioning also reduced implicit stereotyping, but the link-to-self strategy did not. These findings extend prior work on the reduction of implicit biases and highlight the importance of comparing implicit bias strategies across different types of bias measures.
Anna Woodcock; Margo J. Monteith. Forging links with the self to combat implicit bias. Group Processes & Intergroup Relations 2012, 16, 445 -461.
AMA StyleAnna Woodcock, Margo J. Monteith. Forging links with the self to combat implicit bias. Group Processes & Intergroup Relations. 2012; 16 (4):445-461.
Chicago/Turabian StyleAnna Woodcock; Margo J. Monteith. 2012. "Forging links with the self to combat implicit bias." Group Processes & Intergroup Relations 16, no. 4: 445-461.
Paul Hernandez; Anna Woodcock; Mica Estrada-Hollenbeck; P. Wesley Schultz. "I never liked the sciences anyways": Effect of chronic stereotype threat on disengagement through disidentification. PsycEXTRA Dataset 2011, 1 .
AMA StylePaul Hernandez, Anna Woodcock, Mica Estrada-Hollenbeck, P. Wesley Schultz. "I never liked the sciences anyways": Effect of chronic stereotype threat on disengagement through disidentification. PsycEXTRA Dataset. 2011; ():1.
Chicago/Turabian StylePaul Hernandez; Anna Woodcock; Mica Estrada-Hollenbeck; P. Wesley Schultz. 2011. ""I never liked the sciences anyways": Effect of chronic stereotype threat on disengagement through disidentification." PsycEXTRA Dataset , no. : 1.
Mica Estrada; Anna Woodcock; Paul R. Hernandez; P. Wesley Schultz. "Toward a model of social influence that explains minority student integration into the scientific community": Correction to Estrada-Hollenbeck et al. (2010). Journal of Educational Psychology 2011, 103, 256 -256.
AMA StyleMica Estrada, Anna Woodcock, Paul R. Hernandez, P. Wesley Schultz. "Toward a model of social influence that explains minority student integration into the scientific community": Correction to Estrada-Hollenbeck et al. (2010). Journal of Educational Psychology. 2011; 103 (1):256-256.
Chicago/Turabian StyleMica Estrada; Anna Woodcock; Paul R. Hernandez; P. Wesley Schultz. 2011. ""Toward a model of social influence that explains minority student integration into the scientific community": Correction to Estrada-Hollenbeck et al. (2010)." Journal of Educational Psychology 103, no. 1: 256-256.
Anna Woodcock; Margo Monteith. The ironic impact of counterstereotype affirmation on stereotype threat. PsycEXTRA Dataset 2011, 1 .
AMA StyleAnna Woodcock, Margo Monteith. The ironic impact of counterstereotype affirmation on stereotype threat. PsycEXTRA Dataset. 2011; ():1.
Chicago/Turabian StyleAnna Woodcock; Margo Monteith. 2011. "The ironic impact of counterstereotype affirmation on stereotype threat." PsycEXTRA Dataset , no. : 1.
Paul R. Hernandez; P. Wesley Schultz; Mica Estrada-Hollenbeck; Randie C. Chance; Anna Woodcock; Maria A. Aguilar. Mastery Achievement Goals Among Underrepresented Science Students: A Longitudinal Analysis. PsycEXTRA Dataset 2010, 1 .
AMA StylePaul R. Hernandez, P. Wesley Schultz, Mica Estrada-Hollenbeck, Randie C. Chance, Anna Woodcock, Maria A. Aguilar. Mastery Achievement Goals Among Underrepresented Science Students: A Longitudinal Analysis. PsycEXTRA Dataset. 2010; ():1.
Chicago/Turabian StylePaul R. Hernandez; P. Wesley Schultz; Mica Estrada-Hollenbeck; Randie C. Chance; Anna Woodcock; Maria A. Aguilar. 2010. "Mastery Achievement Goals Among Underrepresented Science Students: A Longitudinal Analysis." PsycEXTRA Dataset , no. : 1.
Anna Woodcock; P. Wesley Schultz. Stereotype threat and talented minority students: Can minority research training programs act as a buffer? PsycEXTRA Dataset 2007, 1 .
AMA StyleAnna Woodcock, P. Wesley Schultz. Stereotype threat and talented minority students: Can minority research training programs act as a buffer? PsycEXTRA Dataset. 2007; ():1.
Chicago/Turabian StyleAnna Woodcock; P. Wesley Schultz. 2007. "Stereotype threat and talented minority students: Can minority research training programs act as a buffer?" PsycEXTRA Dataset , no. : 1.