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

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.