Do gender–science stereotypes predict science identification and science career aspirations among undergraduate science majors?
Do gender–science stereotypes predict science identification and science career aspirations among undergraduate science majors?
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性别科学刻板印象是否可以预测科学专业本科生的科学认同和科学职业抱负？
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Lawrence W. T. Lo
中科院分区：
文献类型：
--
作者：
J. Cundiff;T. K. Vescio;E. Loken;Lawrence W. T. Lo
本研究探讨了性别科学的陈规定型观念是否与科学的身份，反过来，科学专业的本科生男女之间的科学职业抱负。1 700多名参加科学入门课程的学生完成了性别科学陈规定型观念（在科学领域内对男性优越性的隐性联想和认可）、科学认同和科学职业抱负的测量。结果与理论预测一致。在女性中，较强的性别科学陈规定型观念与较弱的科学身份，反过来，较弱的科学职业抱负。相比之下，在男性中，更强的性别-科学陈规定型观念与更强的科学认同相关，反过来，更强的科学职业抱负，特别是在性别认同程度较高的男性中。这两组适度但重要的发现可以在大量人群中积累，并在泄漏管道中的关键时间点上积累，从而有意义地促进STEM领域的性别差异。
The present research examined whether gender–science stereotypes were associated with science identification and, in turn, science career aspirations among women and men undergraduate science majors. More than 1,700 students enrolled in introductory science courses completed measures of gender–science stereotypes (implicit associations and endorsement of male superiority in science), science identification, and science career aspirations. Results were consistent with theoretically based predictions. Among women, stronger gender–science stereotypes were associated with weaker science identification and, in turn, weaker science career aspirations. By contrast, among men stronger gender–science stereotypes were associated with stronger science identification and, in turn, stronger science career aspirations, particularly among men who were highly gender identified. These two sets of modest but significant findings can accumulate over large populations and across critical time points within a leaky pipeline to meaningfully contribute to gender disparities in STEM domains.
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