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cabauer.bsky.social
Christina Bauer
@cabauer.bsky.social
450 followers 220 following 39 posts
Social & educational psych. Aiming to reduce barriers to stigmatized individuals’ goal pursuit and wellbeing. UVienna. https://www.christina-anna-bauer.com/research
www.christina-anna-bauer.com
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cabauer.bsky.social
Christina Bauer @cabauer.bsky.social · Oct 28
🚨New pub @SPPS! tinyurl.com/y3vskm73
Low-SES students are often portrayed as lacking in skills. We test the effect of reframing this narrative in a pre-registered field trial (N=786). Highlighting the strengths low-SES students show boosted grades over one semester, closing an SES-performance gap.🧵
The Strengths of People in Low-SES Positions: An Identity-Reframing Intervention Improves Low-SES Students’ Achievement Over One Semester - Christina A. Bauer, Gregory Walton, Veronika Job, Nicole Ste...
Students from low-socioeconomic status (SES) backgrounds such as first-generation or low-income students are often portrayed as deficient, lacking in skills and...
tinyurl.com
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cabauer.bsky.social
Christina Bauer @cabauer.bsky.social · 25d
In my way to the German social psych conference& getting to try the new night trains 👀 #futureofconferencing
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Christina Bauer @cabauer.bsky.social · Jun 26
In doing so, we hope our review can inform the different lines of research investigating beliefs about difficulties from different angles, and help us better understand difficulty beliefs as a larger phenomenon.
cabauer.bsky.social
Christina Bauer @cabauer.bsky.social · Jun 26
We propose a unifying mechanistic model and show how an integrative perspective can clarify how difficulty beliefs shape motivation, coping, and long-term outcomes across contexts.
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Christina Bauer @cabauer.bsky.social · Jun 26
We show that across these various types of difficulties investigated, a similar pattern emerges: People commonly focus on the negative effects of difficulties, and embracing a more nuanced view of difficulties can support important life outcomes.
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Christina Bauer @cabauer.bsky.social · Jun 26
While willpower-theory research focuses on a task-level difficulties (e.g., a math task), stress mindset theory focuses on a life-situation level (e.g., stress at work), and identity-reframing on identity-level challenges (e.g., difficulties connected to lower SES backgrounds)
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Christina Bauer @cabauer.bsky.social · Jun 26
Prior work has examined beliefs about the effects of difficulties in so far disconnected lines of research, focusing on different types of difficulties, and partly using different terminologies, methods and outcome-foci.
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Christina Bauer @cabauer.bsky.social · Jun 26
news 🚨 In TICS, we review the way people see various forms of difficulties. Across types of difficulties studied in so far disconnected lines of research, we find: re-thinking difficulties as not only implying harm can support important life outcomes.
www.sciencedirect.com/science/arti...
How rethinking difficulties can shape important life outcomes
Difficulties are a common part of life, ranging from daily challenges to chronic adversity. While difficulties can undermine well-being, they can also…
www.sciencedirect.com
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cabauer.bsky.social
Christina Bauer @cabauer.bsky.social · May 26
It was great fun writing this article and creating this model together with @andreicimpian.bsky.social, @aashnap.bsky.social, and Eddie Brummelman - really happy and grateful we did this! :)
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Christina Bauer @cabauer.bsky.social · May 26
Overall, we hope this paper helps us better understand how and when brilliance-beliefs contribute to inequalities. I also hope it provides a useful ground for intervention work in this space, which I think is much needed.
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Christina Bauer @cabauer.bsky.social · May 26
The other-related path describes how important others in a given environment (e.g., teachers) can doubt students' belonging based on brilliance-beliefs, triggering disempowering treatments of students, which can cause further harm, undermining educational equality, too.
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Christina Bauer @cabauer.bsky.social · May 26
The self-related path concerns mechanisms that lie within the student; students may doubt their own belonging and they mal also anxiously wonder, whether others see them as belonging in a given environment; both can trigger anxiety and other mechanisms that can cause harm.
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Christina Bauer @cabauer.bsky.social · May 26
Regarding processes, BBM distinguishes between two broad paths: the self- and other-related path.
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Christina Bauer @cabauer.bsky.social · May 26
This interplay explains, why educational inequalities tend to be more pronounced in some fields (e.g., philosophy or physics - fields with stronger brilliance-beliefs) than others (e.g., education, or biology).
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Christina Bauer @cabauer.bsky.social · May 26
If this is the case, this student is generally seen as belgonging less in the respective environment which then triggers down-stream mechanisms that ultimately drive inequalities.
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Christina Bauer @cabauer.bsky.social · May 26
i) the student is in a brilliance-oriented environment (i.e., brilliance is thought to be important) and ii) the student is stereotyped as relatively less brilliant based on their social identity (being a woman, ethnic minority, or having a lower SES).
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Christina Bauer @cabauer.bsky.social · May 26
BBM suggests that brilliance-beliefs work in concert with stereotypes; specifically, a student's outcomes are likely undermined, if 2 things coincide:
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Christina Bauer @cabauer.bsky.social · May 26
🚨Excited our review on the way brilliance-beliefs undermine educational equality just got accepted at Ed Psych Review 😍 In the paper, we introduce the Brilliance-Belonging Model (BBM), which helps us understand when and how brilliance-beliefs work... 🧵
tinyurl.com/5c4aez9w
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Christina Bauer @cabauer.bsky.social · Feb 17
We hope this work is helpful in making progress toward a study of inequality that is as accurate and non-stigmatizing as possible. Thanks to my collaborators and the CERA network that made this all possible!
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Christina Bauer @cabauer.bsky.social · Feb 17
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Christina Bauer @cabauer.bsky.social · Feb 17
In addition to outlining this approach, we distill it to 10 concrete research practices which we think are key . see here:
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Christina Bauer @cabauer.bsky.social · Feb 17
At the core of this holistic approach is a simultaneous recognition of context‐level disadvantage (a focus of traditional inequality research) and individual‐level agency (a focus of strength‐based research) in studying inequlity.
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Christina Bauer @cabauer.bsky.social · Feb 17
In the present work, we hence set out to understand how we can conduct social inequality research that doesnt stigmatize, incorporating recent advances of strength-based research and traditional inequality research into what we call a "holistic" approach to studying inequality.
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Christina Bauer @cabauer.bsky.social · Feb 17
To counter such deficit-narratives, recent advances in strength-based research have tried to better understand and highlight the agency and strength people in disadvantaged positions often show. Yet, this research isn't sufficient to really understand how inequality works.
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Christina Bauer @cabauer.bsky.social · Feb 17
here is the gist: In understanding the psychology of social inequalities, inequality research sometimes portrays people as weak (e.g., reducing them to the role of weak victims) or otherwise deficient, lacking in agency, motivation, and skills- all portrayals that can stigmatize.
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Christina Bauer @cabauer.bsky.social · Feb 17
news! 🚨👀Social inequality research can sometimes inadvertently stigmatise disadvantaged groups as weak, lacking in agency, motivation, or skills. In our new review, we highlight how we can come to a more accurate and non-stigmatizing study of inequality.
tinyurl.com/3rcjt9e7 🧵...
compass.onlinelibrary.wiley.com
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