友网络通过主观归属来预测女孩的STEM适应性和兴趣
Emily N Cyr1, Jennifer R Steele1, Toni Schmader2
1York University, Canada.
概括
在科学,技术,工程和数学 (STEM) 课程中的社会包容性提高了女孩的归属感和追求STEM的意图. 这种联系对女孩来说比男孩更强,突出了友的影响.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 社会学 社会学 社会学
背景情况:
- 女孩报告说,在科学,技术,工程和数学 (STEM) 领域的归属性低于男孩.
- 这种差异可能会对女孩未来在STEM领域的参与产生负面影响.
研究的目的:
- 调查STEM环境中的社会包容是否增强了归属感.
- 检查归属是否有助于更强烈的STEM意图,特别是对于女孩.
主要方法:
- 招募了1330名女孩和男孩 (平均年龄12岁) 参加为期一周的STEM夏令营.
- 收集的前营和后营STEM意图 (适合和兴趣).
- 评估营后的社会包容和主观归属,区分女性和男性同龄人.
主要成果:
- 女孩报告的STEM意图低于男孩,与之前的研究一致.
- 对于女孩来说,更大的社会包容 (尤其是男性同龄人) 与更强烈的STEM意图相关,由归属介导.
- 社会包容性和归属性对男孩的STEM意图的预测能力较低.
结论:
- 在STEM环境中的童年友和社会动态显著影响到早期对STEM教育和职业的意图.
- 促进社会包容性的干预措施可能特别有利于鼓励女孩对STEM的持续兴趣.
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