Incivility, Psychological Distress, and Math Self-Concept Among Women and Students of Color in Stem

Women and people of color (e.g., African-Americans, Latinos) continue to be underrepresented in Science, Technology, Engineering, and Mathematics (STEM) fields. The purpose of the present study was to investigate a possible reason for why women and people of color withdraw from STEM: experiences of incivility. In a sample of 816 (69% women, 50% students of color) undergraduates in STEM, we examined the relationship between gender- and race-based incivility, psychological distress, and declines in math self-concept for students in STEM collegiate environments. We also assessed gender, race, and social support as moderators of these relationships. Results indicated that women reported more gender-based incivility than men and students of color reported more race-based incivility than White students. Gender moderated the relationship between gender-based incivility and psychological distress and race moderated the relationship between race-based incivility and psychological distress; women and students of color reported higher levels of distress with greater incivility compared to men and Whites, respectively. Distress, in turn, related to lower math self-concept. Social support buffered the negative effects of gender- and raced-based incivility. These findings contribute to our understanding of factors associated with the retention of traditionally underrepresented groups in STEM educational contexts.