Browsing by Author "Smith, Jessi L."

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Absent autonomy: Relational competence and gendered paths to faculty self-determination in the promotion and tenure process
(2018-09) Skewes, Monica C.; Shanahan, Elizabeth A.; Smith, Jessi L.; Honea, Joy C.; Belou, Rebecca M.; Rushing, Sara; Intemann, Kristen; Handley, Ian M.
This research examines ways in which men and women university faculty sought self-determination in the promotion and tenure (P&T) process. Self-Determination Theory (SDT; Deci & Ryan, 2012) research tends to view autonomy as the central factor in self-determination, taking priority over other psychological needs of relatedness and competence. The P&T process occurs within a context that inherently limits autonomy, providing a unique opportunity to examine experiences of relatedness and competence when autonomy is constrained. We used a qualitative research strategy with a matched case study design to explore how individuals experience the constructs of SDT (i.e., autonomy, competence, and relatedness) within the P&T process. Our project focuses on faculty in science, technology, engineering, and mathematics (STEM) departments undergoing P&T review at one university. Women faculty in STEM were compared with men faculty at the same rank and in similar departments concurrently going through P&T review. Findings showed that men reported experiencing self-determination via informational competence whereas women approached self-determination through relational competence. Creating a level playing field for faculty navigating the P&T process requires being attuned to different paths to self-determination, fostering relationships between faculty, and clarifying policies and procedures.
ADVANCE Project TRACS
(Montana State University, Bozeman, 2013) Smith, Jessi L.; Rushing, Sara
This poster presents the objectives, initiatives, and research objectives of ADVANCE Project TRACS in 2013.
ADVANCE Project TRACS Charrette Posters
(Montana State University, Bozeman, 2013) Smith, Jessi L.; Rushing, Sara
These posters, presented on April 9, 2013, show data on recruiting new female faculty hires, job satisfaction, baseline indicators, and opinions on existing programs.
ADVANCE Project TRACS Charrette Posters 2013
(2013) Smith, Jessi L.; Rushing, Sara
These posters, presented in 2013, show data on recruiting new female faculty hires, job satisfaction, baseline indicators, and opinions on existing programs.
ADVANCE Project TRACS Charrette Posters 2014
(2014-04) Smith, Jessi L.; Burroughs, Beth; Handley, Ian M.; Stoop, Chatanika
These posters, presented in 2014, show data on recruiting new female faculty hires, job satisfaction, baseline indicators, and opinions on existing programs.
ADVANCE Project TRACS Charrette Posters 2015
(2015) Smith, Jessi L.; Handley, Ian M.; Honea, Joy; Shanahan, Elizabeth A.; Skewes, Monica C.; Belou, Rebecca M.
These posters, presented in 2015, show data on recruiting new female faculty hires, job satisfaction, baseline indicators, and opinions on existing programs.
“Broad” Impact: Perceptions of Sex/Gender-Related Psychology Journals
(Frontiers Media SA, 2022-03-03) Brown, Elizabeth R.; Smith, Jessi L.; Rossmann, Doralyn
Because men are overrepresented within positions of power, men are perceived as the default in academia (androcentrism). Androcentric bias emerges whereby research by men and/or dominated by men is perceived as higher quality and gains more attention. We examined if these androcentric biases materialize within fields that study bias (psychology). How do individuals in close contact with psychology view psychology research outlets (i.e., journals) with titles including the words women, gender, sex, or feminism (sex/gender-related) or contain the words men or masculinity (men-related; Study 1) versus psychology journals that publish other-specialized research, and do these perceptions differ in the general public? While the men-related journal was less meritorious than its other-specialty journal, evidence emerged supporting androcentric bias such that the men-related journal was more favorable than the other sex/gender-related journals (Study 1). Further, undergraduate men taking psychology classes rated sex/gender-related versus other-specialty journals as less favorable, were less likely to recommend subscription (Studies 1–2), and rated the journals as lower quality (Study 2 only). Low endorsement of feminist ideology was associated with less support for sex/gender-related journals versus matched other-specialty journals (Studies 1–2). Decreased subscription recommendations for sex/gender-related journals (and the men-related journal) were mediated by decreased favorability and quality beliefs, especially for men (for the sex/gender-related journals) and those low in feminist ideology (Studies 1–2). However, we found possible androcentric-interest within the public sphere. The public reach of articles (as determined by Altmetrics) published in sex/gender-related was greater than other-specialty journals (Study 3). The consequences of these differential perceptions for students versus the public and the impact on women’s advancement in social science and psychological science are discussed.
Faculty Transition posters
(Montana State University, Bozeman, 2013) Smith, Jessi L.; Rushing, Sara; ADVANCE Project TRACS
These posters present data collected by ADVANCE Project TRACS about MSU faculty hiring. Topics include, salary equity, retention, tenure and promotion, and start up packages.
Grant-Writing Bootcamp: An Intervention to Enhance the Research Capacity of Academic Women in STEM
(2017-06) Smith, Jessi L.; Stoop, Chatanika; Young, Michaela; Belou, Rebecca M.; Held, Suzanne
Broadening the participation of women in science, technology, engineering, and mathematical (STEM) fields is more than a social-justice issue; diversity is paramount to a thriving national research agenda. However, women face several obstacles to fully actualizing their research potential. Enhancing the research capacity and opportunity of women faculty requires purposeful changes in university practice. Therefore, we designed an intervention, a grant-writing bootcamp informed by self-determination theory (Deci and Ryan 2012), to support the participants\' feelings of relatedness, autonomy, and competence. Three grant-writing bootcamps were run over an 18-month period. Using a pre-and post-test design over the span of 1 year (and contrasting results with a comparison sample who were not part of the intervention) showed that the women participating in the grant-writing bootcamp significantly increased the number of external grants submitted, the number of proposals led as principal investigator, the number of external grants awarded, and the amount of external funding dollars awarded.
Identifying the Stereotypical Who, What, and Why of Physics and Biology
(2018-12) Bruun, Megan; Willoughby, Shannon D.; Smith, Jessi L.
Supporting efforts to grow the scientific workforce means articulating and comparing the content of science field stereotypes. To do this, data were collected from the general public [undergraduates (n=121) and Amazon Mechanical Turk workers (n=223)] as well as from people within science [attendees of an undergraduate conference for women in physics (n=34)]. Participants were randomly assigned to consider either biologists or physicists and then produce both spontaneous judgments and rate various person traits (e.g., ratings related to looks and personality and hobbies) and field characteristics (e.g., ratings related to the working conditions, norms, and expectations for the field). Analyses show stereotypes of the scientist and the science field were statistically significantly negative overall, with stereotypes about physicists and the field of physics more negative than biology. Compared to biologists, physicists were perceived as statistically significantly more competent, but statistically significantly more unattractive, tech oriented, awkward, and loners. Furthermore, compared to biology, a job in physics was viewed as having fewer opportunities for working with and helping others, but more opportunities for agency, a greater requirement for innate brilliance and effort to succeed, and as more difficult. That said, physicists were more envied than biologists. Data were triangulated with open-ended responses illustrating that across samples, people are more likely to reproduce science stereotypes for physicists. Implications for stereotype research and broadening participation of the science workforce are discussed, with a focus on the utility of role models and classroom interventions that negate stereotypes such as writing activities and encouraging students to approach physics with a growth mindset. Instructors are encouraged to consider what stereotypes students have about the field of physics and physicists. At the department level, instructors are encouraged to consider hosting a Conference for Undergraduate Women in Physics sponsored in part by the American Physical Society.
Infusing Psychological Need Support into Faculty Search Processes: Broadening the Search Experiment Results
(Montana State University, Bozeman, 2013) Smith, Jessi L.; Rushing, Sara
This poster presents the objectives, methods, and results of the Broadening the Search Experiment performed by the ADVANCE Project TRACS.
Losing its expected communal value: how stereotype threat undermines women's identity as research scientists
(2015-04) Smith, Jessi L.; Brown, Elizabeth R.; Thoman, Dustin B.; Deemer, Eric D.
The worry or concern over confirming negative gender group stereotypes, called stereotype threat, is one explanation for women's worldwide underrepresentation in undergraduate science classes and majors. But how does stereotype threat translate into fewer women motivated for science? In this quantitative study with a sample from the US, we use Expectancy Value Theory to examine whether and how stereotype threat concerns might influence women's science identification. To do this, we collected survey data from 388 women enrolled in introductory physics (male-dominated) and biology (female-dominated) undergraduate laboratory classes at three universities. We examined multiple indirect effect paths through which stereotype threat could be associated with science identity and the associated future motivation to engage in scientific research. In addition to replicating established expectancy-value theory motivational findings, results support the novel prediction that one route through which stereotype threat negatively impacts womenâ€™s science identity is via effects on perceptions about the communal utility value of science. Especially among women in physics who expressed greater stereotype threat concerns than women in biology, science identification was lower to the extent that stereotype threat reduced how useful science was seen for helping other people and society. Implications for ways to create an inclusive learning context that combats stereotype threat concerns and broadens undergraduate women's participation in science are discussed.
MSU Faculty Job Satisfaction: A Test of Self-Determination Theory
(Montana State University, Bozeman, 2013) Smith, Jessi L.; Rushing, Sara
This poster presents the changes found in job satisfaction of MSU faculty members from Fall 2012 to Fall 2013 and it's relation to involvement with ADVANCE by ADVANCE Project TRACS.
A Multi-Million Dollar Opportunity: How Social Psychology Can ADVANCE the Participation of Women Faculty in STEM
(Society for Personality and Social Psychology, 2014-08) Smith, Jessi L.
NSF ADVANCE-IT grants are multimillion dollar, 5 year, cooperative agreements aimed at creating, sustaining, and studying ways to broaden the participation of women faculty in STEM. Social psychological science has much to offer in methodological and theoretical tools to design, measure, test, analyze, and interpret the impact of cultural transformation on the recruitment and retention of women faculty, as well as the benefits of enhancing faculty diversity. This is why this summer I organized a symposium on Using Social Psychological Science to ADVANCE the Participation of Women STEM Faculty at the 2014 meeting of the Association of Psychological Science. I wanted to inspire others to get involved, not just as consultants, but also as PIs and Co-PIs who can break new theoretical and applied ground within social psychology to study – and help solve – this incredibly important and persistent problem.
Now Hiring! Empirically Testing a Three-Step Intervention to Increase Faculty Gender Diversity in STEM
(2015-11) Smith, Jessi L.; Handley, Ian M.; Zale, Alexander V.; Rushing, Sara; Potvin, Martha A.
Workforce homogeneity limits creativity, discovery, and job satisfaction; nonetheless, the vast majority of university faculty in science, technology, engineering, and mathematics (STEM) fields are men. We conducted a randomized and controlled three-step faculty search intervention based in self-determination theory aimed at increasing the number of women faculty in STEM at one US university where increasing diversity had historically proved elusive. Results show that the numbers of women candidates considered for and offered tenure-track positions were significantly higher in the intervention groups compared with those in controls. Searches in the intervention were 6.3 times more likely to make an offer to a woman candidate, and women who were made an offer were 5.8 times more likely to accept the offer from an intervention search. Although the focus was on increasing women faculty within STEM, the intervention can be adapted to other scientific and academic communities to advance diversity along any dimension.
Research Microcultures as Socialization Contexts for Underrepresented Science Students
(2017-05) Thoman, Dustin B.; Muragishi, Gregg A.; Smith, Jessi L.
How much does scientific research potentially help people? We tested whether prosocial-affordance beliefs (PABs) about science spread among group members and contribute to individual students\' motivation for science. We tested this question within the context of research experience for undergraduates working in faculty-led laboratories, focusing on students who belong to underrepresented minority (URM) groups. Longitudinal survey data were collected from 522 research assistants in 41 labs at six institutions. We used multilevel modeling, and results supported a socialization effect for URM students: The aggregate PABs of their lab mates predicted the students' own initial PABs, as well as their subsequent experiences of interest and their motivation to pursue a career in science, even after controlling for individual-level PABs. Results demonstrate that research labs serve as microcultures of information about the science norms and values that influence motivation. URM students are particularly sensitive to this information. Efforts to broaden participation should be informed by an understanding of the group processes that convey such prosocial values.
The Role of Altruistic Values in Motivating Underrepresented Minority Students for Biomedicine
(2015-02) Thoman, Dustin B.; Brown, Elizabeth R.; Mason, Andrew; Harmsen, Allen; Smith, Jessi L.
Understanding how cultural values influence undergraduate students’ science research experiences and career interest is important in efforts to broaden participation and to diversify the biomedical research workforce. The results from our prospective longitudinal study demonstrated that underrepresented minority student (URM) research assistants who see the altruistic value of conducting biomedical research feel more psychologically involved with their research over time, which, in turn, enhances their interest in pursuing a scientific research career. These altruistic motives are uniquely influential to URM students and appear to play an important role in influencing their interest in scientific research careers. Furthermore, seeing how research can potentially affect society and help one's community does not replace typical motives for scientific discovery (e.g., passion, curiosity, achievement), which are important for all students. These findings point to simple strategies for educators, training directors, and faculty mentors to improve retention among undergraduate URM students in biomedicine and the related sciences.
Women’s Bragging Rights: Overcoming Modesty Norms to Facilitate Women’s Self-Promotion
(2014-12) Smith, Jessi L.; Huntoon, Meghan
Within American gender norms is the expectation that women should be modest. We argue that violating this “modesty norm” by boasting about one’s accomplishments causes women to experience uncomfortable situational arousal that leads to lower motivation for and performance on a self-promotion task. We hypothesized that such negative effects could be offset when an external source for their situational arousal was made available. To test hypotheses, 78 women students from a U.S. Northwestern university wrote a scholarship application essay to promote the merits of either the self (modesty norm violated) or another person as a letter of reference (modesty norm not violated). Half were randomly assigned to hear information about a (fake) subliminal noise generator in the room that might cause “discomfort” (misattribution available) and half were told nothing about the generator (normal condition: misattribution not available). Participants rated the task and 44 new naive participants judged how much scholarship money to award each essay. Results confirmed predictions: under normal conditions, violating the modesty norm led to decreased motivation and performance. However, those who violated the modesty norm with a misattribution source reported increased interest, adopted fewer performance-avoidance goals, perceived their own work to be of higher quality, and produced higher quality work. Results suggest that when a situation helps women to escape the discomfort of defying the modesty norm, self-promotion motivation and performance improve. Further implications for enhancing women’s academic and workplace experiences are discussed.