Effects of role model exposure on STEM and non‐STEM student engagement

Shin, Jiyun Elizabeth L.; Levy, Sheri R.; London, Bonita

doi:10.1111/jasp.12371

Cited by 194 publications

(168 citation statements)

References 61 publications

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“…Rather than changing stereotypes, positive experiences may help to act as a buffer for girls against negative effects of strong stereotypes about their ability (Stout, Dasgupta, Hunsinger, & McManus, 2011). Other types of experiences, such as watching a female role model succeed at and enjoy programming robots, may be more likely to change children's stereotypes (Galdi et al, 2014;Shin et al, 2016).…”

Section: Technology-gender Stereotypesmentioning

confidence: 95%

Programming experience promotes higher STEM motivation among first-grade girls

Master

Cheryan

Moscatelli³

et al. 2017

Journal of Experimental Child Psychology

284

140

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The gender gap in science, technology, engineering, and math (STEM) engagement is large and persistent. This gap is significantly larger in technological fields such as computer science and engineering than in math and science. Gender gaps begin early; young girls report less interest and self-efficacy in technology compared with boys in elementary school. In the current study (N=96), we assessed 6-year-old children's stereotypes about STEM fields and tested an intervention to develop girls' STEM motivation despite these stereotypes. First-grade children held stereotypes that boys were better than girls at robotics and programming but did not hold these stereotypes about math and science. Girls with stronger stereotypes about robotics and programming reported lower interest and self-efficacy in these domains. We experimentally tested whether positive experience with programming robots would lead to greater interest and self-efficacy among girls despite these stereotypes. Children were randomly assigned either to a treatment group that was given experience in programming a robot using a smartphone or to control groups (no activity or other activity). Girls given programming experience reported higher technology interest and self-efficacy compared with girls without this experience and did not exhibit a significant gender gap relative to boys' interest and self-efficacy. These findings show that children's views mirror current American cultural messages about who excels at computer science and engineering and show the benefit of providing young girls with chances to experience technological activities.

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Section: Technology-gender Stereotypesmentioning

confidence: 95%

Programming experience promotes higher STEM motivation among first-grade girls

Master

Cheryan

Moscatelli³

et al. 2017

Journal of Experimental Child Psychology

284

140

View full text Add to dashboard Cite

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“…Given the various social risks for high-achieving students and in particular that they might be stereotyped or labelled as nerds, geeks, etc. (e.g., Händel et al, 2013;Person, 2010: Peterson, 2009) one might wonder if they perceive a student of similar achievement with skepticism or if this student is rather seen as a potential model that confirms the adequacy of their own achievement behavior (Lee, 2002;Shin et al, 2016;Stopper, 2000). In response to this question, as a first result we can report: High achieving students in all countries participating in the study ascribe positive attributes to a new high-achieving student such as high intellectual abilities and social qualities.…”

Section: Discussionmentioning

confidence: 87%

“…However, a crucial role might be played by peers. They serve various functions in the development of the gifted, in particular regarding competition, support, motivation, and role modeling (Lee, 2002).Given the fact that peer models can be extremely important at all stages of academia to high ability students and as choosing the wrong role models can be a contributing factor to underachievement (Baker; Bridger, & Evans, 1998/2011Händel, Vialle, & Ziegler, 2013;Shin, Levy, & London, 2016;Stopper, 2000) this raises the question of how high achieving students perceive other high-achieving students. Indeed, it can be argued that high-achieving students benefit most from classroom interactions with students of similar achievement levels (Fiedler, et al, 1993;Peterson, 2009).…”

Section: Introductionmentioning

confidence: 99%

Motivational Orientations of High-Achieving Students as Mediators of a Positive Perception of a High-Achieving Classmate: Results from a Cross-national Study

Martín

Blumen

et al. 2016

AN PSICOL-SPAIN

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Título: Orientaciones motivacionales de los estudiantes de alto rendimiento como mediadoras de una percepción positiva por parte de sus compañeros: resultados de un estudio transnacional. Resumen: El propósito de este estudio es explorar si las motivaciones de alto logro influencian las percepciones de los alumnos sobre un futuro compañero de clase ficticio que se caracteriza por tener un alto rendimiento; y si es así de qué modo ocurre. La muestra final consistió en 396 alumnos de alto rendimiento que fueron seleccionados de un total de 1794 alumnos de séptimo y decimo grado de cinco países: Australia, Perú, Corea del sur, España y Vietnam. Se llevaron a cabo una serie de modelos de regresión por pasos sucesivos para probar la hipótesis de que las percepciones positivas sobre un compañero de alto rendimiento podrían estar mediadas por el enfoque motivacional, pero no por la orientación a la evitación del trabajo. La hipótesis fue confirmada en su generalidad. Las metas orientadas al manejo del aprendizaje y las orientadas al alto rendimiento predijeron percepciones positivas de la habilidad intelectual, cualidades sociales y popularidad entre los compañeros del alumno de alto rendimiento, mientras que las metas de evitación del trabajo no obtuvieron correlaciones significativas. Sin embargo, se dieron algunas excepciones esporádicas entre los participantes de Vietnam, Corea del sur y Perú. Palabras clave: Orientación motivacional, alto rendimiento, diferencias entre países. Abstract:The purpose of this study was to explore whether and in what ways high-achieving school students' motivational orientations influence their perceptions of a fictitious future high-achieving classmate. The final sample consisted of the 396 highest achieving students out of a sample from 1794 seventh and tenth graders from five countries: Australia, Peru, South Korea, Spain, and Vietnam. A series of stepwise regression models were used to test the hypothesis that positive perceptions of a highachieving classmate might be mediated by an approach motivation, but not by an avoidance motivational orientation. The hypothesis was generally confirmed. Learning goal orientation and performance approach motivation predicted positive perceptions of a high-achieving classmate's intellectual ability, social qualities and popularity among peers, whereas a performance avoidance orientation was usually uncorrelated. However, sporadic exceptions have been found among the participants from Vietnam, South Korea, and Peru.

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“…, Shin et al. ). The types of students who get these opportunities, thus, strongly determine who is recruited into graduate school in ecology.…”

Section: Dissolving Barriers To Engagement In Ecologymentioning

confidence: 99%

“…Implicit biases are a barrier to recruiting and retaining people of underrepresented groups at all career stages. For high school and undergraduate students, exposure to relatable role models and gaining research experience are key determinants of whether students choose to pursue ecology careers (Armstrong et al 2007, Shin et al 2016. The types of students who get these opportunities, thus, strongly determine who is recruited into graduate school in ecology.…”

Section: Barriersmentioning

confidence: 99%

How do we ensure the future of our discipline is vibrant? Student reflections on careers and culture of ecology

et al. 2018

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. 2018. How do we ensure the future of our discipline is vibrant? Student reflections on careers and culture of ecology. Ecosphere 9(2):e02099. 10.1002/ecs2.2099Abstract. Ecology must attract and retain diverse talented people to produce innovative research and relevant solutions to 21st-century environmental problems. Careers and culture form the foundation of scientific advancement, and substantial progress has been made over recent decades in both realms. Yet, important challenges persist in expanding career paths, inclusion of underrepresented groups, and communication with the public. The ESA Student Section organized a horizon scanning exercise to address the following goals: (1) to identify challenges that 21st-century ecologists contend with or expect to contend with in careers and outreach to society, (2) to anticipate opportunities to help ecologists meet challenges, and (3) to identify concrete steps that could be taken by individual laboratories, institutions, and the ESA to foster progress. In spring 2016, the ESA Student Section solicited input from student members and organized a working group to assess the state of the discipline and to envision how we might cultivate a more inclusive and effective community. We identified three major challenges. First, PhDs are produced faster than academic positions become available and disconnects between academia and other sectors may keep early-career ecologists from realizing the breadth of available positions. We propose an online jobs hub to make non-academic sectors more accessible to ecologists. We also suggest students develop skills portfolios to prepare for non-academic positions. Second, the composition of people who are ecologists differs from broader society, partially due to implicit biases and institutional barriers. We propose steps to reduce attrition of diversity in ecology that include countering implicit biases and creating mentorship networks. We offer steps to improve recruitment by increasing awareness of ecology among high school students and undergraduates and providing opportunities to engage in ecological research. Finally, ecology is only relevant if the public perceives it to be. We must improve science communication and begin cultivating trust. We propose that ad hoc communication by all ecologists is insufficient; ❖ www.esajournals.org 1 February 2018 ❖ Volume 9(2) ❖ Article e02099 translational ecologists should be hired in every department and formal training in translational ecology is necessary. We hope this paper catalyzes critical thinking and partnerships among students, professional ecologists, and the ESA to ensure the future of ecology is vibrant.

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Effects of role model exposure on STEM and non‐STEM student engagement

Cited by 194 publications

References 61 publications

Programming experience promotes higher STEM motivation among first-grade girls

Programming experience promotes higher STEM motivation among first-grade girls

Motivational Orientations of High-Achieving Students as Mediators of a Positive Perception of a High-Achieving Classmate: Results from a Cross-national Study

How do we ensure the future of our discipline is vibrant? Student reflections on careers and culture of ecology

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