致力于STEM的你有没有? 检查预测亚裔和白人女学生完成STEM美国中学后课程的职业承诺的因素
Catherine Riegle-Crumb1,2, Menglu Peng3, Tatiane Russo-Tait3
1STEM Education and Department of Sociology, University of Texas at Austin, Austin, TX, USA.
Sex roles
|January 29, 2024
概括
代理目标和积极的教师互动促进了女性对STEM职业的承诺. 然而,与白人女性相比,这些因素对亚洲女性的影响较小,凸显了包容性研究的必要性.
科学领域:
- 社会科学 社会科学 社会科学
- 心理学 心理学 心理学
- 社会学 社会学 社会学
背景情况:
- 在美国,女性在科学,技术,工程和数学 (STEM) 职业中面临着很高的消耗率.
- 关于女性STEM学位获得者的具体观点和经验影响她们的职业承诺的研究有限.
研究的目的:
- 检查STEM中对职业负担能力和与他人互动的看法如何预测女性的职业承诺.
- 通过交叉方法来调查这些模式是否在亚洲女性和白人女性之间存在差异.
主要方法:
- 调查数据来自229名在美国两所大学完成STEM学位的女性.
- 多变量回归分析以评估职业STEM承诺的预测因素.
- 考虑种族 (亚裔与白人) 和性别的交叉分析.
主要成果:
- 代理目标负担能力强烈预测STEM承诺,而共同目标负担能力没有.
- 积极的教师互动显著预测STEM承诺;同学互动没有.
- 种族差异出现了:亚洲女性的代理目标是较弱的预测指标,教师互动只预测白人女性的承诺.
结论:
- 在STEM领域的理论动机和支持模型并不普遍适用于所有种族背景.
- 进一步的研究至关重要,以了解性别和种族如何同时塑造STEM参与和坚持.
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