在组织背景下不礼貌和人际伤害:在STEM培训计划中的价值观的定性探索
Agnes Rieger1, Maya A Marder1, Allyson M Blackburn1
1Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, Illinois, USA.
Journal of community psychology
|July 21, 2023
概括
科学,技术,工程和数学 (STEM) 博士生经历了与生产力和专业知识等组织价值观相关的不文明. 这些价值观虽然有用,但可以被武器化,对福祉产生负面影响,并阻碍对社会正义倡议的支持.
科学领域:
- 学术和研究环境 学术和研究环境
- 科学心理学科学心理学
- 在STEM中的组织行为
背景情况:
- 在学术环境中的不文明行为可能会对学生的福祉和生产力产生负面影响.
- 科学,技术,工程和数学 (STEM) 课程中的组织价值观可能无意中培养或加剧不文明.
- 了解学生的看法对于解决博士课程中有害动态至关重要.
研究的目的:
- 调查科学,技术,工程和数学 (STEM) 博士生对组织价值观的看法及其与经验不文明的关系.
- 在STEM博士课程中确定特定的组织价值观及其在积极和消极背景中的表现.
- 探索这些价值观如何影响学生的福祉,以及他们对社会正义和心理健康支持的看法.
主要方法:
- 使用半结构面试对26名STEM博士生进行定性研究.
- 唤起学生的经验和对不礼貌和相关伤害的看法.
- 分析已识别的组织价值观及其双重作用 (有益与有害).
主要成果:
- 确定了关键的STEM组织价值观:生产力,声望,专业知识,客观性,自给自足和协作.
- 发现像生产力和专业知识这样的价值观虽然有益,但可以'武器化'以证明或颁布不文明 (例如",看不起"不那么高效的同龄人,关于智力的八).
- 观察到,合作的某些方面可能是保护性的,但整体的组织价值观,如生产力,可以掩盖福祉的考虑.
结论:
- 在STEM博士课程中的组织价值观可以被认为是有益的和有害的,有可能助长不文明.
- 目前这些价值观的框架可能会阻碍采取或愿意支持关键的社会正义和心理健康倡议.
- 在STEM学术环境中,需要针对价值观的"武器化"和促进福祉的干预措施.
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