Aspects of a place that reassure people in stigmatized groups
Identity safety cues are aspects of an environment or setting that signal to members of stigmatized groups that the threat of discrimination is limited within that environment and / or that their social identities are welcomed and valued.[1] Identity safety cues have been shown to reduce the negative impacts impact of social identity threats, which are when people experience situations where they feel devalued on the basis of a social identity (see stereotype threat).[2] Such threats have been shown to undermine performance in academic and work-related contexts and make members of stigmatized groups feel as though they do not belong.[3] Identity safety cues have been proposed as a way of alleviating the negative impact of stereotype threat or other social identity threats, reducing disparities in academic performance for members of stigmatized groups (see achievement gaps in the United States), and reducing health disparities caused by identity related stressors.
Research has shown that identity safety cues targeted towards one specific group can lead individuals with other stigmatized identities to believe their identities will be respected and valued in that environment.[4] Further, the implementation of identity safety cues in existing research did not cause members of non-stigmatized groups feeling threatened or uncomfortable. In fact, some work has suggested that the benefits of identity safety cues extend to members of non-stigmatized groups.[5] For example, implementation of identity safety cues within a university context has been shown to increase student engagement, efficacy, and reduce the average number of student absences for all students, but especially those from stigmatized groups.[6][7][8] Several types of identity safety cues have been identified.[9]
^Purdie-Vaughns, Valerie; Steele, Claude M.; Davies, Paul G.; Ditlmann, Ruth; Crosby, Jennifer Randall (2008). "Social identity contingencies: How diversity cues signal threat or safety for African Americans in mainstream institutions". Journal of Personality and Social Psychology. 94 (4): 615–630. doi:10.1037/0022-3514.94.4.615. ISSN 1939-1315.
^Steele, C. M., Spencer, S. J., & Aronson, J. (2002). "Contending with group image: The psychology of stereotype and social identity threat". In Advances in Experimental Social Psychology (Vol. 34, pp. 379-440). Academic Press.
^Steele, C. M., & Aronson, J. (1995). "Stereotype threat and the intellectual test performance of African Americans". Journal of Personality and Social Psychology, 69(5), 797.
^Chaney, K. E., & Sanchez, D. T. (2018). "Gender-inclusive bathrooms signal fairness across identity dimensions". Social Psychological and Personality Science, 9(2), 245-253.
^Gurin, P., Dey, E., Hurtado, S., & Gurin, G. (2002). "Diversity and higher education: Theory and impact on educational outcomes". Harvard Educational Review, 72(3), 330-367.
^Van Laar, C., Derks, B., & Ellemers, N. (2013). Motivation for education and work in young Muslim women: The importance of value for ingroup domains. Basic and Applied Social Psychology, 35(1), 64-74.
^Woodford, M. R., & Kulick, A. (2015). "Academic and social integration on campus among sexual minority students: The impacts of psychological and experiential campus climate". American Journal of Community Psychology, 55(1-2), 13-24.
^Maimon, M. R., Howansky, K., & Sanchez, D. T. (2021). "Fostering Inclusivity: Exploring the Impact of Identity Safety Cues and Instructor Gender on Students' Impressions and Belonging". Teaching of Psychology, 00986283211043779.
^Matsick, J. L., & Kruk, M. (2021). A Taxonomy of Identity Safety Cues Based on Gender and Race: From a Promising Past to an Intersectional and Translational Future.
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