Join us: Dynamic norms encourage women to pursue STEM
Join us: Dynamic norms encourage women to pursue STEM
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DOI：
10.1007/s12144-020-01105-4
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发表时间：
2020-10-03
影响因子：
2.8
通讯作者：
Wang, Fang
中科院分区：
文献类型：
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作者：
Cheng, Lei;Hao, Mingyang;Wang, Fang
在许多国家，妇女在科学、技术、工程和数学(STEM)领域的代表性不足是一个关键挑战。现有的研究探索了为什么妇女选择退出STEM领域，以及如何鼓励妇女进入这些领域。目前的研究考察了使用关于行为随时间的集体变化的动态信息来增加妇女进入STEM领域的意愿和意向。通过两项实验研究和一项小型荟萃分析，我们发现，当接触到随着时间的推移，越来越多的女性选择从事STEM职业的信息时，高中(研究1)和大学(研究2)的女学生更有可能宣布有意进入STEM领域，并对STEM职业更感兴趣。此外，我们还检验了自我效能感和自我认同相容的中介效应(研究2)。结果表明，动态常模能够提高女性在STEM领域的职业自我效能感和自我认同相容，从而提高女性对STEM领域的兴趣和选择STEM职业的意愿。
The underrepresentation of women in science, technology, engineering and math (STEM) fields is a key challenge in many countries. Extant studies have explored why women opt out of STEM fields and how to encourage women to enter these fields. The current research examined the use of dynamic information about the collective change in a behavior over time to increase women's willingness and intention to embark on STEM fields. Across two experimental studies and a mini meta-analysis, we found that when exposed to a message about an increasing number of women choosing to pursue STEM careers over time, female students in high school (Study 1) and college (Study 2) were more likely to declare an intention to enter STEM fields and have more interest in STEM careers. Furthermore, we tested the mediating effects of self-efficacy and perceived identity compatibility (Study 2). The results showed that dynamic norms can increase women's self-efficacy for pursuing a career in STEM fields and perceived identity compatibility, thereby leading to greater interest in STEM fields and more willingness to choose a STEM career.