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An educational intervention designed to increase women's leadership self-efficacy
Carol Isaac1, Anna Kaatz, Barbara Lee
1Center for Women's Health Research, University of Wisconsin-Madison, Madison, WI 53715, USA. cisaac@wisc.edu
CBE Life Sciences Education
|September 6, 2012
Summary
An educational intervention improved leadership self-efficacy in women pursuing careers in science, technology, engineering, mathematics, and medicine (STEMM). The course equipped women with strategies to manage gender stereotypes, fostering confidence and advancement.
Area of Science:
- Academic STEMM leadership
- Gender studies
- Behavioral science
Background:
- Women remain underrepresented in academic leadership roles across Science, Technology, Engineering, Mathematics, and Medicine (STEMM).
- Societal stereotypes about gender and leadership create barriers to women's entry, persistence, and advancement in STEMM fields.
- Multilevel interventions are necessary to address the pervasive influence of these stereotypes.
Purpose of the Study:
- To assess the effectiveness of an individual-level educational intervention designed to enhance leadership self-efficacy among women in academic STEMM.
- To evaluate the intervention's impact on personal mastery, self-esteem, and perceptions of constraints.
- To explore the long-term value of the intervention through follow-up assessments.
Main Methods:
- A semester-long course was implemented, utilizing the transtheoretical model of behavioral change.
- Pre/post questionnaires measured changes in leadership self-efficacy, personal mastery, and self-esteem.
- Qualitative analysis of weekly journals and follow-up queries provided insights into participants' experiences and the intervention's enduring effects.
Main Results:
- Participants demonstrated significant gains in leadership self-efficacy, personal mastery, and self-esteem.
- A notable decrease in perceived constraints was reported by participants.
- Qualitative data confirmed increased leadership self-efficacy as participants integrated strategies to mitigate gender stereotype impacts.
Conclusions:
- An educational intervention equipping women with strategies to recognize and counteract gender stereotypes is effective.
- The intervention significantly increases leadership self-efficacy for women in early-stage academic STEMM careers.
- Addressing the impact of gender stereotypes is crucial for promoting women's leadership in STEMM.
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