Do gender–science stereotypes predict science identification and science career aspirations among undergraduate science majors?

Cundiff, Jessica L.; Vescio, Theresa K.; Loken, Eric; Lo, Lawrence L.

doi:10.1007/s11218-013-9232-8

Cited by 125 publications

(103 citation statements)

References 35 publications

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“…Although the importance of trust is well developed in business, little is known about why people have trust in science and how this trust influences behavioral intentions in the fields of education and psychology (Ravetz & Saltelli, 2015). Some studies have shown that student identification with science has increased due to their participation in STEM (science, technology, engineering, and mathematics) enrichment programs (Archer et al, 2012;Cundiff, Vescio, Loken, & Lo, 2013;Ramsey, Betz, & Sekaquaptewa, 2013). An understanding of whether students' identification with science increases their participation in STEM enrichment programs would be helpful considering the effects between science identity and intention to continue with scientific pursuits.…”

Section: Literature Reviewmentioning

confidence: 99%

Enhancing Volunteers’ Intention to Engage in Citizen Science: The Roles of Self-Efficacy, Satisfaction and Science Trust

Kao

Lin

Chien

et al. 2020

JBSE

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This research was carried out at the Science Volunteer Program 2018, which is run by Taiwan's Ministry of Science and Technology. The purpose of the research was to understand the effects of self-efficacy, satisfaction, and science trust on science volunteers' intention to continue volunteering. The research drew on the Social Cognitive Career Theory (SCCT) to test how social cognitive variables affect volunteers' intention to continue engaging in events and with organizations. A total of 156 volunteers taking part in the program completed a questionnaire measuring Self-efficacy, Satisfaction, Trust, and Intention. A structural equation model (SEM) was developed, and the proposed effects on the variables were tested using SEM procedures. The results of the SEM analysis found that there were positive effects

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Section: Literature Reviewmentioning

confidence: 99%

Enhancing Volunteers’ Intention to Engage in Citizen Science: The Roles of Self-Efficacy, Satisfaction and Science Trust

Kao

Lin

Chien

et al. 2020

JBSE

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“…Disciplinary identity refers to how similar students perceive their identity to be with individuals in the field of interest (Eddy & Brownell, 2016). Having a strong disciplinary identity in science for women relates to weaker gender stereotype endorsement (Deemer, Lin, & Soto, 2016) and a greater intent to pursue science careers (Cundiff, Vescio, Loken, & Lo, 2013). Gender stereotypes can contribute to the belief that the identities of woman and scientist are incongruent, that is, woman-scientist identity interference (Settles et al, 2016).…”

Section: Woman-scientist Identity Interferencementioning

confidence: 99%

Identity, Campus Climate, and Burnout Among Undergraduate Women in STEM Fields

Jensen¹,

Deemer²

2019

The Career Development Quart

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Women remain underrepresented in science, technology, engineering, and mathematics (STEM), and these male‐dominated fields are often described as “chilly” and unwelcoming to women. This study examined the potential moderating effect of chilly climate on woman–scientist identity interference and academic burnout among 363 female undergraduate STEM students. Results indicated that identity interference related to greater emotional exhaustion, greater cynicism, and lower academic efficacy. A chillier climate related to more emotional exhaustion and cynicism. Furthermore, a positive relation was found between woman–scientist interference and cynicism when chilly climate was low or moderate. When interference was high, chilly climate did not have a relation with cynicism. When women experienced many threats (i.e., high chilly climate, high interference), they reached a threshold where additional emotional cost did not matter. Results highlight the importance of improving the campus climate for female scientists, as well as the need to assist female scientists in identity development.

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“…A second large study of students in enrolled in introductory courses for majors in biology, chemistry, and physics at one institution revealed that, on average, science identity between male and female students is equal, but this effect is moderated by how strongly one associates with one's gender [67]. They found that female STEM students who perceive gender as more important to their personal identity had weaker science identity.…”

Section: Disciplinary Identitymentioning

confidence: 99%

Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines

Eddy

Brownell²

2016

Phys. Rev. Phys. Educ. Res.

174

155

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[This paper is part of the Focused Collection on Gender in Physics.] This focused collection explores inequalities in the experiences of women in physics. Yet, it is important for researchers to also be aware of and draw insights from common patterns in the experiences of women across science, technology, engineering and mathematics (STEM) disciplines. Here, we review studies on gender disparities across college STEM on measures that have been correlated with retention. These include disparities in academic performance, engagement, self-efficacy, belonging, and identity. We argue that observable factors such as persistence, performance, and engagement can inform researchers about what populations are disadvantaged in a STEM classroom or program, but we need to measure underlying mechanisms to understand how these inequalities arise. We present a framework that helps connect larger sociocultural factors, including stereotypes and gendered socialization, to student affect and observable behaviors in STEM contexts. We highlight four mechanisms that demonstrate how sociocultural factors could impact women in STEM classrooms and majors. We end with a set of recommendations for how we can more holistically evaluate the experiences of women in STEM to help mitigate the underlying inequities instead of applying a quick fix.

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Do gender–science stereotypes predict science identification and science career aspirations among undergraduate science majors?

Cited by 125 publications

References 35 publications

Enhancing Volunteers’ Intention to Engage in Citizen Science: The Roles of Self-Efficacy, Satisfaction and Science Trust

Enhancing Volunteers’ Intention to Engage in Citizen Science: The Roles of Self-Efficacy, Satisfaction and Science Trust

Identity, Campus Climate, and Burnout Among Undergraduate Women in STEM Fields

Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines

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