Girls in STEM: Is It a Female Role-Model Thing?
Girls in STEM: Is It a Female Role-Model Thing?
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DOI：
10.3389/fpsyg.2020.02204
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发表时间：
2020
影响因子：
3.8
通讯作者：
Sáinz M
中科院分区：
文献类型：
--
作者：
González-Pérez S;Mateos de Cabo R;Sáinz M
女性在STEM（科学、技术、工程和数学）职业中的代表性不足，这在数字化转型时代到来之际带来了新的挑战。本研究的目的是证明女性榜样如何影响女孩对STEM学习的偏好。本文评估了一种榜样干预，在这种干预中，在STEM领域工作的女性志愿者进入学校，与女孩谈论她们的职业生涯。这项研究对304名女孩进行了研究，她们的年龄从12岁（小学六年级）到16岁（中学四年级），在角色示范课程之前和之后都进行了研究。对成就动机的期望价值理论进行了调整，以测试这种角色榜样干预在多大程度上改善了女孩的信念，即她们可以在STEM领域取得成功，并增加了她们选择STEM职业的可能性。多群体结构方程模型分析结果显示，平均而言，角色榜样干预对女生的数学享受、对数学的重视程度、对数学成功的期望和对STEM的期望有积极显著的影响，对性别刻板印象有消极的影响。此外，女性榜样课程显著增加了对STEM选择的成功期望的积极影响。最后，测试了反刻板印象内容在角色模范会话中的调节作用。结果表明，课程的反刻板特征越高，对数学成功的期望与STEM选择之间的关系越高。本文讨论了这些结果对STEM长期参与的影响。
Women are underrepresented in STEM (science, technology, engineering, and mathematics) careers, and this poses new challenges at the dawn of the era of digital transformation. The goal of the present study is to demonstrate how female role models influence girls’ preferences for STEM studies. This paper evaluates a role-model intervention in which female volunteers working in STEM go into schools to talk to girls about their careers. The study was conducted with 304 girls, from 12 years old (sixth primary grade) to 16 years old (fourth secondary grade), both before and after the role-model sessions. An adaptation of the expectancy–value theory of achievement motivation is used to test the extent to which this role-model intervention improves girls’ beliefs that they can be successful in STEM fields and increases their likelihood of choosing a STEM career. The results of multigroup structural equation modeling analysis show that on average, the role-model intervention has a positive and significant effect on mathematics enjoyment, importance attached to math, expectations of success in math, and girls’ aspirations in STEM, and a negative effect on gender stereotypes. Additionally, the female role-model sessions significantly increase the positive impact of expectations of success on STEM choices. Finally, the moderation role of the counterstereotypical content of the role-model sessions is tested. The results show that the higher the counterstereotypical character of the sessions, the higher the relationship between expectations of success in math and the choice of STEM. These results are discussed regarding their implications for long-term STEM engagement.
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