Women’s career confidence in a fixed, sexist STEM environment
Abstract Background Innovation in STEM (science, technology, engineering, and math) fields in the U.S. is threatened by a lack of diversity. Social identity threat research finds messages in the academic environment devalue women and underrepresented groups in STEM, creating a chilly and hostile env...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2021-10-01
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| Series: | International Journal of STEM Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40594-021-00313-z |
| _version_ | 1818935574327721984 |
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| author | Sheri L. Clark Christina Dyar Elizabeth M. Inman Nina Maung Bonita London |
| author_facet | Sheri L. Clark Christina Dyar Elizabeth M. Inman Nina Maung Bonita London |
| author_sort | Sheri L. Clark |
| collection | DOAJ |
| description | Abstract Background Innovation in STEM (science, technology, engineering, and math) fields in the U.S. is threatened by a lack of diversity. Social identity threat research finds messages in the academic environment devalue women and underrepresented groups in STEM, creating a chilly and hostile environment. Research has focused on the mechanisms that contribute to STEM engagement and interest at the K-12 and undergraduate level, but the mechanisms that predict sustained engagement at the graduate level have not been studied. Results In a longitudinal study of doctoral students in STEM disciplines, we demonstrate that students’ beliefs that their STEM colleagues believe intelligence is a fixed (vs. malleable) trait undermine women’s engagement in STEM. Specifically, perceiving a fixed ability environment predicts greater perceptions of sexism, which erode women’s self-efficacy and sense of belongingness and lead women to consider dropping out of their STEM career. Conclusion These findings identify one potential pathway by which women leave their STEM fields, perpetuating gender disparities in STEM. |
| first_indexed | 2024-12-20T05:22:20Z |
| format | Article |
| id | doaj.art-167beb80c94b430b90b756e7473b1046 |
| institution | Directory Open Access Journal |
| issn | 2196-7822 |
| language | English |
| last_indexed | 2024-12-20T05:22:20Z |
| publishDate | 2021-10-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of STEM Education |
| spelling | doaj.art-167beb80c94b430b90b756e7473b10462022-12-21T19:51:58ZengSpringerOpenInternational Journal of STEM Education2196-78222021-10-018111010.1186/s40594-021-00313-zWomen’s career confidence in a fixed, sexist STEM environmentSheri L. Clark0Christina Dyar1Elizabeth M. Inman2Nina Maung3Bonita London4Center for Inclusive Education, Stony Brook UniversityDepartment of Psychology, Stony Brook UniversityDepartment of Psychology, Stony Brook UniversityCenter for Inclusive Education, Stony Brook UniversityDepartment of Psychology, Stony Brook UniversityAbstract Background Innovation in STEM (science, technology, engineering, and math) fields in the U.S. is threatened by a lack of diversity. Social identity threat research finds messages in the academic environment devalue women and underrepresented groups in STEM, creating a chilly and hostile environment. Research has focused on the mechanisms that contribute to STEM engagement and interest at the K-12 and undergraduate level, but the mechanisms that predict sustained engagement at the graduate level have not been studied. Results In a longitudinal study of doctoral students in STEM disciplines, we demonstrate that students’ beliefs that their STEM colleagues believe intelligence is a fixed (vs. malleable) trait undermine women’s engagement in STEM. Specifically, perceiving a fixed ability environment predicts greater perceptions of sexism, which erode women’s self-efficacy and sense of belongingness and lead women to consider dropping out of their STEM career. Conclusion These findings identify one potential pathway by which women leave their STEM fields, perpetuating gender disparities in STEM.https://doi.org/10.1186/s40594-021-00313-zSTEMGenderSTEM persistenceSelf-efficacyIdentity compatibilitySense of belonging |
| spellingShingle | Sheri L. Clark Christina Dyar Elizabeth M. Inman Nina Maung Bonita London Women’s career confidence in a fixed, sexist STEM environment International Journal of STEM Education STEM Gender STEM persistence Self-efficacy Identity compatibility Sense of belonging |
| title | Women’s career confidence in a fixed, sexist STEM environment |
| title_full | Women’s career confidence in a fixed, sexist STEM environment |
| title_fullStr | Women’s career confidence in a fixed, sexist STEM environment |
| title_full_unstemmed | Women’s career confidence in a fixed, sexist STEM environment |
| title_short | Women’s career confidence in a fixed, sexist STEM environment |
| title_sort | women s career confidence in a fixed sexist stem environment |
| topic | STEM Gender STEM persistence Self-efficacy Identity compatibility Sense of belonging |
| url | https://doi.org/10.1186/s40594-021-00313-z |
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