Identification with multiple social groups: The moderating role of identity change over time among women-scientists

Settles, Isis H.; Jellison, William A.; Pratt-Hyatt, Jennifer S.

doi:10.1016/j.jrp.2009.04.005

Cited by 73 publications

(84 citation statements)

References 52 publications

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“…One year later, at the beginning of the Fall semester of their second year, 66 of the original 96 completed the follow-up survey (loss of 30 participants, or 31%). This rate of attrition is roughly consistent with rates of attrition found in other longitudinal studies with college students (e.g., Settles et al 2009). It should be noted that we also removed from subsequent data analyses one participant who completed surveys at both time points but left her STEM major to switch to Psychology; thus the sample size for all analyses was 65 participants.…”

Section: Attritionsupporting

confidence: 90%

“…For example, Settles et al (2009) found greater perceived identity interference among women scientists in the U.S. to be associated with higher levels of depressive symptoms and lower reported performance in science concurrently, and also 2 years later. Thus, perceived identity incompatibility can stir doubt about women's ability to be successful in STEM fields and negatively affect their psychological well-being and engagement in STEM contexts in which such threat is perceived (e.g., Settles 2004;Steele et al 2002).…”

Section: Perceived Identity Compatibility Between Gender and Stem Majormentioning

confidence: 99%

“…Given the importance of examining possible racial and ethnic differences in women's experiences in STEM (e.g., Settles 2006;Settles et al 2009) and exploring the generalizability of results, we also conducted analyses exploring whether race/ethnicity predicted sense of belonging in one's major or at one's university, or moderated any of the above significant effects. Because of a limited sample size, we could not compare all groups to one another; thus, we conducted two sets of analyses to examine whether being European American/White or being European American/White or Asian American predicted either outcome variable or moderated any of the associations between the predictor and outcome variables in the study.…”

Section: Race/ethnicitymentioning

confidence: 99%

See 2 more Smart Citations

The Roles of Perceived Identity Compatibility and Social Support for Women in a Single-Sex STEM Program at a Co-educational University

et al. 2011

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Single-sex programs have been implemented in a variety of educational settings to help promote greater engagement of women in STEM fields. However, the mechanisms through which single-sex programs increase women's engagement in STEM fields are unclear. Drawing from research in social and health psychology, we examined two theoretically-guided predictors of women's sense of belonging in their STEM majors and belonging at the university: perceived identity compatibility between being a woman and being in a STEM field, and perceived social support. Participants were 65 racially, ethnically, and socioeconomically diverse women enrolled in a single-sex STEM program at a co-educational university in Northeastern United States. Participants completed online surveys before the start of their first year of college, and again at the beginning of their second year of college. Findings from multiple regression analyses support hypotheses that across STEM women's first or transitional year of college, perceived identity compatibility, perceived support from close others, and perceived support from the single-sex program for STEM women were each independently associated with greater sense of belonging in their major. Additionally, perceived identity compatibility and perceived support from the single-sex program were associated with greater sense of belonging at the university. These findings suggest that perceived support from sources such as singlesex programs and perceived compatibility between one's field and being female may sustain women pursuing training in nontraditional fields such as STEM. Continued investigation of these factors may elucidate the impact of single-sex programs and inform interventions to increase the retention of women in STEM.

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Section: Attritionsupporting

confidence: 90%

Section: Perceived Identity Compatibility Between Gender and Stem Majormentioning

confidence: 99%

Section: Race/ethnicitymentioning

confidence: 99%

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The Roles of Perceived Identity Compatibility and Social Support for Women in a Single-Sex STEM Program at a Co-educational University

et al. 2011

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“…Over the last two decades, there has been an increased focus on identity research in science education. Studies have included learners from different age groups; from primary school [12], secondary or high school [1,2,[13][14][15], to higher education [16][17][18][19] and into employment [20,21]. Research findings pertaining to how people identify with science have also increasingly been taken up by science education policy and practice.…”

Section: Introduction: Identification With Science and Its Potential mentioning

confidence: 99%

Sciencey Girls: Discourses Supporting Working-Class Girls to Identify with Science

Godec

2018

Education Sciences

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Abstract:Women from working class and some ethnic minority backgrounds continue to be underrepresented in science, particularly in areas such as physical sciences and engineering. Many find it difficult to see science as something that is "for them", which then has implications for their learning and participation in science. In this paper, I discuss findings from a U.K.-based qualitative study with 15 working-class girls, aged 11 to 13, from diverse ethnic backgrounds. Data were collected over the course of one academic year, through interviews and discussion groups with the girls and interviews with their science teachers, and analysed through a post-structural gender lens. The paper foregrounds five science-identifying girls, who negotiated their identification and engagement with science through the following discursive strategies: (i) rendering gender invisible, (ii) drawing attention to the presence of women in science, (iii) reframing "science people" as caring and nurturing, and (iv) cultural discourses of desirability of science. The findings contribute to the understanding of how working class girls-who are often "othered" and constructed as "unintelligible" within the dominant discursive regime of prototypical science-find identification with science possible. The paper discusses the affordances and challenges of each discursive strategy.

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“…For those women who reported receiving support from other women in country, this may have served to mitigate psychosocial struggles and interpersonal losses they experienced while deployed and post-deployment (Settles, Jellison, & Pratt-Hyatt, 2009). Many participants reported developing new relationships that were more emotionally and functionally supportive upon return.…”

Section: Discussionmentioning

confidence: 99%

Social Support Throughout the Deployment Cycle for Women Veterans Returning From Iraq and Afghanistan

Mankowski

Haskell

Brandt

et al. 2015

Social Work in Health Care

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Social support throughout the deployment cycle and the challenges of readjustment to civilian life for veterans returning from Operation Iraqi Freedom and Operation Enduring Freedom were explored. Eighteen participants from the New England and Indiana Veterans Administration catchment area were interviewed using a semi-structured interview guide. All participants identified perceptions of social support but their utilization of these supports was compromised due to the need to protect family and friends from the strain of war, post-traumatic stress symptoms, and depressive symptoms. Resilience, fortitude, and commitment to their military mission were evidenced by all the women of this study. Implications for future service delivery are identified.

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Identification with multiple social groups: The moderating role of identity change over time among women-scientists

Cited by 73 publications

References 52 publications

The Roles of Perceived Identity Compatibility and Social Support for Women in a Single-Sex STEM Program at a Co-educational University

The Roles of Perceived Identity Compatibility and Social Support for Women in a Single-Sex STEM Program at a Co-educational University

Sciencey Girls: Discourses Supporting Working-Class Girls to Identify with Science

Social Support Throughout the Deployment Cycle for Women Veterans Returning From Iraq and Afghanistan

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