UK and Republic of Ireland ACT and Contextual Behavioural Science 5th Conference

Gender bias in STEM has contributed to inequities in career opportunities and outcomes and lower feelings of belonging among women in these fields. Relational Frame Theory (RFT) conceptualizes bias and stereotypes as forms of arbitrarily applicable relational responding maintained by current and historical contextual factors, with gender stereotypes being no exception. This can help us better appreciate the persistence and also potential for flexibility in gender stereotypes and bias. If we can better understand the relations underpinning gender bias in particular contexts, such as STEM, then we may better understand what relations to target in interventions to influence and reduce this bias. Additionally, we must understand how the framing of gender equality initiatives are perceived so that we may reduce unintended negative attitudes towards these initiatives. In this talk I will discuss my research that has focused on trying to better understand and influence gender-STEM stereotypes and attitudes towards gender equality initiatives in STEM, combining learning and approaches from social psychology and RFT. This will highlight how these approaches may complement one another and how RFT helps us conceptualise gender bias in terms of dynamic relational networks that are context-dependent and influenced by social contingencies.

Dr Lynn Farrell is a Lecturer in Psychology at National College of Ireland. She graduated with a BA in Psychology (1st Class Honours) from Maynooth University where she was introduced to Relational Frame Theory (RFT) and discovered new ways to explore social psychological phenomena such as stereotypes and bias. Dr Farrell went on to complete her PhD as an Irish Research Council postgraduate scholar at University College Dublin (UCD) where she explored the nature and malleability of implicit bias towards women in STEM through the lens of RFT as part of the UCD CBS lab. She received the ACBS Student Spotlight award for her work on gender bias and previously served as a student representative on the Women in ACBS SIG during its establishment. After completing her doctoral research, Dr Farrell took up a Research Fellow position at Queen’s University Belfast (QUB) where she continued to empirically explore how to improve gender equality efforts in STEM as part of the EPSRC funded Inclusion Matters project and was awarded the QUB Engineering and Physical Sciences Faculty Postdoctoral Outstanding Engagement award. Her research interests and publications to date have focused mainly on understanding and influencing implicit and explicit stereotypes and bias particularly related to gender and improving attitudes towards gender equality initiatives.