Professional Role Confidence and Gendered Persistence in Engineering
Professional Role Confidence and Gendered Persistence in Engineering
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DOI：
10.1177/0003122411420815
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发表时间：
2011-10-01
影响因子：
9.1
通讯作者：
Seron, Caroll
中科院分区：
文献类型：
--
作者：
Cech, Erin;Rubineau, Brian;Seron, Caroll
关于科学、技术、工程和数学（STEM）职业中性别持续性的社会心理学研究主要有两种解释：女性离开是因为她们认为自己的家庭计划与STEM职业的需求不一致，女性离开是因为她们对STEM智力任务技能的自我评估较低，净表现。本研究使用原始面板数据，以检验进入大学工程专业的学生的行为和意向的持久性。令人惊讶的是，家庭计划并不有助于妇女的自然减员在大学期间，但负相关的男子的意图，以追求工程事业。此外，数学自我评估并不能预测行为或故意坚持一旦学生注册STEM专业。本研究介绍了专业角色的信心，个人的信心，他们有能力成功地履行的角色，能力和身份的专业特点，并认为，女性缺乏这种信心，与男性相比，减少了他们留在工程专业和职业生涯的可能性。我们发现，专业角色的信心预测的行为和故意的持久性，而女性的相对缺乏这种信心，有助于他们的摩擦。
Social psychological research on gendered persistence in science, technology, engineering, and mathematics (STEM) professions is dominated by two explanations: women leave because they perceive their family plans to be at odds with demands of STEM careers, and women leave due to low self-assessment of their skills in STEM's intellectual tasks, net of their performance. This study uses original panel data to examine behavioral and intentional persistence among students who enter an engineering major in college. Surprisingly, family plans do not contribute to women's attrition during college but are negatively associated with men's intentions to pursue an engineering career. Additionally, math self-assessment does not predict behavioral or intentional persistence once students enroll in a STEM major. This study introduces professional role confidence-individuals' confidence in their ability to successfully fulfill the roles, competencies, and identity features of a profession-and argues that women's lack of this confidence, compared to men, reduces their likelihood of remaining in engineering majors and careers. We find that professional role confidence predicts behavioral and intentional persistence, and that women's relative lack of this confidence contributes to their attrition.