性别,竞争力和追求STEM领域的意图
Catherine Riegle-Crumb1, Menglu Peng1, Jenny Buontempo1
1University of Texas at Austin, USA.
概括
女学生的学生.
科学领域:
- 科学社会学科学社会学
- 性别研究是性别研究.
- 教育心理学教育心理学
背景情况:
- 在科学,技术,工程和数学 (STEM) 领域,性别差异仍然存在.
- 学生的自我认知,特别是竞争力,可能会影响学术和职业抱负.
- 新兴研究表明,性别竞争力和STEM期望之间存在联系.
研究的目的:
- 调查性别,自我竞争力和未来STEM主要期望之间的关系.
- 分析这些因素如何影响美国高中生追求STEM领域的意图.
- 确定竞争力对STEM主要选择的影响中的性别特异性模式.
主要方法:
- 用回归分析来检查数据.
- 调查了美国高中学生的样本.
- 该研究分析了对竞争力的自我认知和未来的主要期望.
主要成果:
- 女学生自我感知的竞争力较低与对物理科学和工程专业的期望较低相关.
- 在计算机科学方面发现了相互作用效应:女孩的期望随着竞争力而增加,而男孩则没有.
- 这些发现突出了性别对STEM领域选择的影响.
结论:
- 在竞争力认知中的性别差异导致STEM主要期望的差异.
- 针对竞争力的自我认知的干预措施可能对鼓励女性学生进入某些STEM领域至关重要.
- 该研究强调了STEM职业道路中性别和心理因素的复杂相互作用.
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