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<p class="MsoNormal" style="text-autospace:none"><span style="font-size:8.0pt;font-family:"Helvetica",sans-serif;color:black">RESEARCH ARTICLE<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:18.0pt;font-family:OpenSans;color:black">Having female role models correlates with<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:18.0pt;font-family:OpenSans;color:black">PhD students’ attitudes toward their own<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:18.0pt;font-family:OpenSans;color:black">academic success<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><b><span style="font-size:9.0pt;font-family:Helvetica-Bold;color:black">Shauna N. Gillooly</span></b><b><span style="font-size:7.5pt;font-family:Helvetica-Bold;color:white">ID<o:p></o:p></span></b></p>
<p class="MsoNormal" style="text-autospace:none"><b><span style="font-size:6.0pt;font-family:Helvetica-Bold;color:black">1</span></b><span style="font-size:6.0pt;font-family:"Segoe UI Emoji",sans-serif;color:black">☯</span><b><span style="font-size:9.0pt;font-family:Helvetica-Bold;color:black">,
Heidi Hardt</span></b><b><span style="font-size:6.0pt;font-family:Helvetica-Bold;color:black">1</span></b><span style="font-size:6.0pt;font-family:"Segoe UI Emoji",sans-serif;color:black">☯</span><b><span style="font-size:9.0pt;font-family:Helvetica-Bold;color:black">,
Amy Erica Smith</span></b><b><span style="font-size:6.0pt;font-family:Helvetica-Bold;color:black">2</span></b><span style="font-size:6.0pt;font-family:"Segoe UI Emoji",sans-serif;color:black">☯</span><b><span style="font-size:9.0pt;font-family:UniversATT-Bold;color:black">*<o:p></o:p></span></b></p>
<p class="MsoNormal" style="text-autospace:none"><b><span style="font-size:8.0pt;font-family:Helvetica-Bold;color:black">1
</span></b><span style="font-size:8.0pt;font-family:"Helvetica",sans-serif;color:black">Department of Political Science, University of California, Irvine, Irvine, California, United States of America,<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><b><span style="font-size:8.0pt;font-family:Helvetica-Bold;color:black">2
</span></b><span style="font-size:8.0pt;font-family:"Helvetica",sans-serif;color:black">Department of Political Science, Iowa State University, Ames, Iowa, United States of America<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:8.0pt;font-family:"Segoe UI Emoji",sans-serif;color:black">☯</span><span style="font-size:8.0pt;font-family:ArialUnicodeMS;color:black">
</span><span style="font-size:8.0pt;font-family:"Helvetica",sans-serif;color:black">These authors contributed equally to this work.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:8.0pt;font-family:"Univers",sans-serif;color:black">*
</span><span style="font-size:8.0pt;font-family:"Helvetica",sans-serif;color:#2C5CFB">aesmith2@iastate.edu<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:14.5pt;font-family:OpenSans;color:black">Abstract<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">Research indicates that increasing diversity in doctoral programs can positively affect students’<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">academic success. However, little research examines students’ responses to female<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">scholars’ representation. The two studies presented here examine how students’ exposure<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">to female academic role models shapes students’ attitudes toward their own academic success<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">(i.e. self-efficacy). Such attitudes are critical because they predict student retention<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">rates. In our first study, we randomly exposed 297 Ph.D. students in one academic discipline<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">to either a gender-diverse (i.e. 30% female authors) or non-diverse syllabus in research<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">methods (i.e. 10% female authors). We examined the effect of the intervention on students’<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">perceived likelihood of succeeding in the hypothetical course. Contrary to expectations<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">derived from the literature, we found that increasing women’s representation in syllabi did<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">not affect female students’ self-efficacy. Rather, male students expressed lower self-efficacy<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">when evaluating the more gender-diverse syllabus. We also found that students’ attitudes<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">toward diversity in academia predicted their reactions more strongly than did their<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">own gender: gender-diverse syllabi reduced self-efficacy among those students unsupportive<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">of diversity. In our second study, we analyzed non-interventional survey questions to<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">examine the relationship between female role models and long-term academic self-efficacy.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">Analysis was observational and thus did not assess causality. We found that students with<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">more role models have higher academic self-efficacy, irrespective of student and role model<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">gender. Nonetheless, results also suggested that some students actively seek female role<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">models: namely, female students, and particularly those valuing diversity. Our results ultimately<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">suggest that exposure to female role models relates in surprising ways to Ph.D. students’<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">self-efficacy. Having more female role models correlates with greater expectations of<o:p></o:p></span></p>
<p class="MsoNormal" style="text-autospace:none"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">academic success among certain groups of students, but with diminished expectations of<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:9.5pt;font-family:"Helvetica",sans-serif;color:black">academic success among other groups.</span><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><span style="font-size:7.5pt;color:black">_____________________________________________________________________</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:9.0pt;color:black">Ora A. Weisz, PhD | Professor of Medicine, Cell Biology, and Clinical and Translational Science</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:9.0pt;color:black">Vice Chair of Faculty Development, Department of Medicine</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:9.0pt;color:black">Associate Dean for Faculty Development, University of Pittsburgh School of Medicine</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:9.0pt;color:black">Assistant Vice Chancellor for Faculty Excellence, University of Pittsburgh Health Sciences</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:9.0pt;color:black">Renal-Electrolyte Division | 978.1 Scaife Hall | 3550 Terrace St. | Pittsburgh PA 15261<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:9.0pt;color:black"><a href="https://www.weiszlab.pitt.edu"><span style="color:blue">https://www.weiszlab.pitt.edu</span></a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:9.0pt;color:black">Tel: 412-383-8891 | Email:
<a href="mailto:weisz@pitt.edu"><span style="color:blue">weisz@pitt.edu</span></a></span><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
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