Доступ предоставлен для: Guest
Journal of Women and Minorities in Science and Engineering

Выходит 6 номеров в год

ISSN Печать: 1072-8325

ISSN Онлайн: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

Indexed in

THE ROLES OF THE PROTESTANT WORK ETHIC AND PERCEIVED IDENTITY COMPATIBILITY IN GRADUATE STUDENTS' FEELINGS AND ATTITUDES TOWARD STEM AND NON-STEM FIELDS

Том 22, Выпуск 4, 2016, pp. 309-327
DOI: 10.1615/JWomenMinorScienEng.2016014763
Get accessGet access

Краткое описание

In the United States, women's underrepresentation in science, technology, engineering, and math (STEM) and men's underrepresentation in non-STEM fields remain persistent disparities that hinder the full equality and participation of men and women in particular career domains. Research and theory aimed at identifying the factors that contribute to engagement and retention of these underrepresented groups is needed. Individuals use fundamentally held beliefs, such as the Protestant work ethic (PWE), to make sense of and respond to academic situations. Findings from 834 graduate students at the start and end of their first year revealed that among STEM women, PWE-Equalizer (belief that everyone has equal ability to succeed) had a positive and PWE-Justifier (belief that people are responsible for their disadvantage) had a negative association with perceived identity compatibility and feelings and attitudes toward one's field', further, perceived identity compatibility mediated the associations of PWE-Equalizer and PWE-Justifier with feelings and attitudes. Among non-STEM men, similar results held for PWE-Equalizer but less so for PWE-Justifier. Among the majority groups (STEM men and non-STEM women), there was an inconsistent pattern in the associations among PWE, perceived identity compatibility, and feelings and attitudes, such that the associations were mostly not significant for these groups although some of the findings were similar to that of STEM women and non-STEM men. Implications for educational policies and interventions are discussed.

ЦИТИРОВАНО В
  1. Lytle Ashley, Shin Jiyun Elizabeth, Incremental Beliefs, STEM Efficacy and STEM Interest Among First-Year Undergraduate Students, Journal of Science Education and Technology, 29, 2, 2020. Crossref

  2. Lytle Ashley, Shin Jiyun Elizabeth L., Self and Professors’ Incremental Beliefs as Predictors of STEM Engagement Among Undergraduate Students, International Journal of Science and Mathematics Education, 2022. Crossref

Статьи, принятые к публикации

Mitigating Barriers, Scaffolding Success: Institutional Supports for Black Undergraduate Women in Engineering Programs Meseret Hailu, Neelakshi Rajeev Tewari, Brooke Coley Underrepresented Students Pursuing Mathematics-Intensive Degrees: Changes after Transitioning to College Alison Marzocchi What do STEM Clubs do? The Effect of College Club Participation on Career Confidence and Gender Inclusion Guillermo Dominguez Garcia, Jennifer Glass Validating Practices and Messages that Promote Women’s Engineering Classroom Belongingness: An Intersectional Approach Dina Verdin, A Lili Castillo Examining the Role of Institutional Support on International Doctoral Women’s STEM Persistence and Mental Health Aisha Farra, Aashika Anantharaman, Sarah Swanson, Kerrie Wilkins-Yel, Jennifer Bekki, Nedim Yel, Ashley Randall, Bianca Bernstein Searching for safe space: Student veterans’ uneven pathways to STEM careers by race Brittany Hunt, Jae Hoon Lim Does Race, Ethnicity or Gender of the Mentor Affect Whether They Will be a “Good Mentor”? A Qualitative Analysis of Students’ Perceptions Reuben May, Christine Stanley, America Soto-Arzat, Jennifer Ackerman PSYCHOLOGICAL SAFETY AND TEAM MEMBER EFFECTIVENESS OF MINORITIZED STUDENTS IN ENGINEERING EDUCATION Behzad Beigpourian, Matthew Ohland Perceptions of Department Chair Roles and Responsibilities in Career Progression and Success of Women STEM Faculty Stephanie Jones, Patricia Ryan Pal “Barbed-Wire Boundaries”: Hidden Curriculum, First-Generation and Low-Income Engineering Students, and Internship Acquisition Jerry Yang, Joseph Towles, Sheri Sheppard, Sara Atwood “I Want to Make an Impact”: The Science Identity and Career Goals of Black and Latinx Science and Engineering Postdoctoral Scholars Sylvia Mendez, Kathryn Watson, Kathryn Starkey, Valerie Conley Care Work, Science Brokering, and Career Motivations: How Hispanic/Latinx Young Adults in STEM Express Social Agency during the COVID-19 Pandemic Angela Frederick, Angelica Monarrez, Danielle Morales Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment Cynthia Villarreal, Julie Posselt, Theresa Hernandez, Alexander Rudolph
Портал Begell Электронная Бибилиотека e-Книги Журналы Справочники и Сборники статей Коллекции Цены и условия подписки Begell House Контакты Language English 中文 Русский Português German French Spain