| Recent Advances in Data-Based Diversity Research
|Sunday, May 28, 2023
|11:00 AM–12:50 PM
|Hyatt Regency, Mineral Hall D-G
|Area: CSS; Domain: Applied Research
|Chair: Jonathan K Fernand (Florida Institute of Technology)
|Discussant: Meghan Deshais (Rutgers University)
|CE Instructor: Meghan Deshais, Ph.D.
Although behavior analysis has contributed substantially to the understanding and study of learning in humans, cultural influences and issues of inequity are understudied. With major organizations within our behavior analytic discipline turning focus to implementing practices which seek to improve diversity, equity, and inclusion (DEI), the empirical study of interventions promoting inclusive practices becomes imperative. The current symposium contains research on empirically evaluating interventions to promote DEI. Several talks comprised of research on increasing knowledge and fluency of DEI terminology using a SAFMEDS procedure, understanding stereotype threat on performance, as well as interventions (e.g., self-monitoring, task clarification) for increasing inclusive practices for transgender and gender non-conforming populations will be covered. Although the research presented will discuss applications to specific marginalized populations, extensions will be made to applications beyond the participants included in the present research. Finally, discussion of current and future directions related to clinical ethics, inclusive of DEI practices, will occur.
|Instruction Level: Basic
|Keyword(s): diversity, gender, intersectionality, LGBTQIA+
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss examples of potential prerequisite skills to be trained to mastery before training complex skills related to DEI, (2) discuss stereotype threat from a behavior analytic lens and understand the role it may play in the learning environment, and (3) state the role of preferred name and pronoun use in inclusivity practices.
Diversity Term Accuracy: A Comparison of Say All Fast, a Minute Every Day, Shuffled (SAFMEDS) and Computer-Based Instruction Training Models
|CANDACE R FAY (Florida Institute of Technology), Douglas A. Johnson (Eastman Chemical Company), Rachael Tilka (Kalamazoo Valley Community College )
Promoting diversity and inclusion can impact a variety of different groups. Many organizations rely on various training methods to help ensure diversity in the workplace. However, little research has compared the effects of different training approaches on increasing recall of specific cultural terms. Thus, the present study employed an adapted alternating treatment design to explore the effectiveness of two different training approaches. A SAFMEDS training model was compared to a traditionally-applied computer-based instruction, to determine which is more efficient at promoting cultural fluency. The number of correct definitions for diversity terms across various demographic categories served as the dependent variable. Participants mastered a higher number of diversity terms when trained with SAFMEDS, compared to the computer-based instruction procedure. During maintenance sessions, participants exhibited sustained performance. SAFMEDS may be ideal for improving precision when training terms to be used in conversations about diversity, and culturally-related topics. These skills will aid in building more culturally-relevant social skills that include more complex responses.
| A Behavior Analytic Account of Stereotype Threat
|LAUREN DIANE BROWN (University of Nevada, Reno), Bethany P. Contreras Young (University of Nevada, Reno)
|Abstract: Although behavior analysis has contributed substantially to the understanding and study of learning in humans, cultural influences are often either overlooked or not accounted for in how they impact individuals in their day-to-day lives. One example in which this has occurred is in accounting for stereotypes. The field of Social Psychology has contributed a significant body of research on stereotypes and the conditions under which individuals are likely to be impacted by stereotypes. One common finding, often referred to as stereotype threat (Steele & Aronson, 1995), refers to how stereotypes can negatively impact individual performances under certain testing conditions. While data on stereotype threat indicates a clear pattern of decrease in performance scores for the threated group, studies on stereotype threat have not examined whether stereotype threat will occur when arbitrary tasks are presented and how these statements impact individual performance. This study aimed to examine whether stereotype threat by group affiliation (i.e., gender) would occur on an arbitrary, computer-based memory test. Results indicated overall patterns consistent with the research base, suggesting that gendered statements regarding performance on an arbitrary task can influence individual performance.
Increasing Trans-Inclusive Practices via Behavioral Self-Monitoring
|ABIGAIL KAYLYN PETRONELLI (Western Michigan University), Rachael Tilka (Kalamazoo Valley Community College)
Proper pronoun use towards Transgender and Gender Non-conforming (TGNC) populations have been associated with a significant reduction in suicide attempts, yet only about 20% reported having their pronouns respected by all or most people (The Trevor Project, 2020). The present study sought to increase proper pronoun usage in two graduate student participants in a simulated work task. The initial intervention was a general inclusionary statement (referred to as subtle cue) and was followed by usage of behavioral self-monitoring (BSM) of proper pronoun usage. Results show the general inclusionary statement to be ineffective in increasing usage of proper pronouns but found BSM to be effective in changing behavior immediately and for a sustained effect. The implications for the present study are the need to pinpoint specific inclusive behaviors to target for behavior-change, and how BSM may be one approach to increasing inclusive behaviors.
| Task Clarification to Increase Trans-Inclusive Practices
|KELCIE E MCCAFFERTY (Florida Institute of Technology), Abigail Kaylyn Petronelli (Western Michigan University), Rachael Tilka (Kalamazoo Valley Community College)
|Abstract: Inclusive practices and advocacy are critical components of fostering diversity in behavior analysis. Use of preferred names and pronouns that align with an individual’s identity supports these efforts. However, few studies have evaluated methods of improving use of preferred names and pronouns. Petronelli and Ferguson (2021) applied behavioral self-monitoring (BSM) to increase pronoun use and found the intervention to be effective. The present study aimed to extend the findings of the previous study in a systematic replication. Task clarification was implemented to increase percentage of correct pronouns used in a simulated memory task. Results indicated that task clarification was effective in increasing and maintaining correct pronoun use.