Hi. Thanks!!

STRIP is totally new so it's still in the efficacy testing phase. We conducted mixed methods and hope that some of the qualitative findings might be able to inform context in STEM environments (but not necessarily institutional change--- that might be further down the road).

STRIP focuses only on students at the moment (women and students of color); Piloted at Howard University' with Engineering and computer science students. An efficacy study is still in progress until next year, when we will have more comprehensive data.

Our first wave of data collection was just completed this spring. We hope to analyze these data during the summer and preliminary results should be available by October some time. Accordingly, seeing as it is in its first phase of testing, the program has only been rolled out at HBCUs. Eventually we will test it at PWIs and then we will have information on differences in program efficacy across the different types of institutions.

STRIP metacognition entails:

1. Teaching planning, monitoring and evaluation skills through engineering design projects. The main is on honing metacognitive monitoring skills, which tend to be hijacked during stereotype threat. Students work in groups on engineering design projects (ill-structured). Each project requires that they plan (before executing task); execute task and then evaluate their performance (metacog cycle).

They engage in each part of the process unscaffolded- for us to get baseline. Then they use what they've learned about planning, monitoring etc...during the engineering design cycle. Practice of these skills is scaffolded at first, and then supports gradually removed. Students engage in 'reflection' at the end of each design cycle- to allow us to capture/ evaluate how well they have applied the skills. These collective reflections and quality of student work are compared against a control group that did not receive the intervention.

Emotion regulation involves teaching students practical skills on how to engage in adaptive emotion regulation skills when they experience negative emotions: The 2 main strategies are cognitive reappraisal &, psychological distancing (distancing includes 4 tactics, among them-- Taking a perspective that creates space between you & the stimulus (spatial); Taking a perspective in which the stimulus is more distant in time (temporal); Taking the perspective of a neutral 3rd party regarding the situation (objective). The 3rd strategy is complementary to reappraisal and distancing and enhances the benefits of these 2- it's attentional regulation-- which involves consciously directing attention to focus on selective information in order to magnify the
experience of a specific (desired) stimulus.

Hi Nuria

I've provided extensive details in the first question above--posed by Stephen Alkins, please read my response to him. If you need more details above and beyond that, let me know.

Context is very important, and it's my next direction in this line of research. The intervention addresses the individual psychological factors implicated in activating and sustaining stereotype threat...but I'm currently working on research to uncover key factors in context that could be used to intervene at contextual level. In fact, I have-- and I'm currently working on a teacher intervention version of STRIP- to improve the immediate context-- classrooms. It's an intervention for teachers. The idea is that if we can have a dual intervention- where teachers improve class/ learning contexts and students have taken and can apply STRIP-- that dual type intervention would be more effective than just intervening at the student level. SO...in short...this is a project in the works....

thank you for your interest!!

Hello Professor Picho-Kiroga - I am very interested to learn more about the outcomes of your teacher intervention research. Is the best way to do that by checking in on the RISE lab website periodically? Best wishes to you as you continue this very promising line of research! 

HI Laura

The work is in its nascent stages, but super excited about it as you are.

Yes best way would be to check the website or to email me. I dont suppose there will be much new in the next 9 months. In about a week or so my website should have a subscribe button where you can sub for alerts/ updates. That may be the best way to  keep abreast on this topic. Thanks again for your interest!

KP

Hi Overtoun

Thank you.

I think I've answered your questions in the first 2 responses...but briefly...

It's a student intervention. No faculty. I facilitated all the teaching/ for the intervention.

We have not evaluated yet as we just completed data collection (phase 1)-- there are 2 phases. And the data are yet to be analyzed. Please if you dont mind, read responses to the first two individuals who asked questions. Your questions are thoroughly addressed there...but maybe I will copy and paste to the discussion as well so that you have access to it.

Hi James

Thanks for stopping by and for sharing your important work as well. Happy to connect with you at some point to learn more about your program!!

Hi James

Thank you for sharing your video!! And thank you for stopping by...happy to connect at some point since our work does have some overlap!! Keep going! You work is very important. I should be adding a subscribe button to the riselab website so you can check for updates or just email me when you get a chance.

Hi Sarah

No...I dont think it would apply as is currently. I think for professionals a different approach would be required...and I'm in the initial stages of examining social identity threat in occupational spaces and figuring out what interventions might be better at that level.

Hi Natalie

YES!! These skills would be most beneficial earlier on so definitely middle school is a great area especially since the gender gaps begin around that stage. I'd LOVE to try this out with middle school students...The program could be very easily adapted. Let's connect.

Please email me: katherine.picho@howard.edu.

Would love to work with you on this and thank you for your interest in my work.

Thank you! Will keep you posted!