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Stigma Consciousness in the Classroom: A Comparison of Pakistani Women’s Motivation and Well-being in Science and Non-science Fields of Study

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Abstract

Drawing from the Stereotyped Task Engagement Process (Smith, Educational Psychology Review, 16: 177–206, 2004) we compared undergraduate women in Pakistan majoring in science (51%) and non-science (49%) on their self-reported academic experiences. Results showed women in science fields who were gender atypical reported higher levels of stigma consciousness. This stigma consciousness influenced academic motivation and well-being, particularly as a function of field of study and gender typicality. Specifically, performance-avoidance goal adoption was highest and well being was lowest among atypical women who were high in stigma consciousness studying science especially compared to those in non-science fields who were more gender-typical and less stigma conscious. Implications for enhancing the academic experience for all women in the face of stigma are discussed.

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Authors and Affiliations

  1. Department of Psychology, Montana State University, 304 Traphagen Hall, Bozeman, MT, 59717, USA

    Jessi L. Smith

  2. University of the Punjab, Lahore, Pakistan

    Rukhsana Kausar

  3. Brigham Young University, Provo, UT, 84602, USA

    Julianne Holt-Lunstad

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  1. Jessi L. Smith
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  2. Rukhsana Kausar
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  3. Julianne Holt-Lunstad
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Correspondence to Jessi L. Smith.

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Smith, J.L., Kausar, R. & Holt-Lunstad, J. Stigma Consciousness in the Classroom: A Comparison of Pakistani Women’s Motivation and Well-being in Science and Non-science Fields of Study. Sex Roles 57, 3–13 (2007). https://doi.org/10.1007/s11199-007-9217-1

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