Toward a Model of Social Influence That Explains Minority Student Integration into the Scientific Community
Toward a Model of Social Influence That Explains Minority Student Integration into the Scientific Community
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DOI：
10.1037/a0020743
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发表时间：
2011-02-01
影响因子：
4.9
通讯作者：
Schultz, P. Wesley
中科院分区：
文献类型：
--
作者：
Estrada, Mica;Woodcock, Anna;Schultz, P. Wesley
来自几个少数民族的学生在科学领域的代表性不足，这表明少数民族学生比非少数民族学生更容易退出科学职业道路。从社会影响的角度来看，这种模式表明少数民族学生融入科学界的速度与非少数民族学生不同。Kelman（1958, 2006）描述了一个社会影响的三方整合模型，通过这个模型，一个人倾向于一个社会系统。为了检验这个模型是否能预测融入科学界，我们对来自全国少数民族理科生小组的数据进行了分析。结构方程模型框架显示，自我效能（操作化后与Kelman规则取向一致）预测了学生追求科学职业的意向。然而，当作为科学家的身份认同和价值观的内化被添加到模型中时，自我效能感就变成了一个较差的意图预测器。额外的中介分析支持了这样的结论：虽然拥有科学自我效能感很重要，但认同和赞同社会系统的价值观反映了一种更深层次的整合和更持久的动力，以坚持作为一名科学家。
Students from several ethnic minority groups are underrepresented in the sciences, indicating that minority students more frequently drop out of the scientific career path than nonminority students. Viewed from a perspective of social influence, this pattern suggests that minority students do not integrate into the scientific community at the same rate as nonminority students. Kelman (1958, 2006) described a tripartite integration model of social influence by which a person orients to a social system. To test whether this model predicts integration into the scientific community, we conducted analyses of data from a national panel of minority science students. A structural equation model framework showed that self-efficacy (operationalized to be consistent with Kelman's rule orientation) predicted student intentions to pursue a scientific career. However, when identification as a scientist and internalization of values were added to the model, self-efficacy became a poorer predictor of intention. Additional mediation analyses supported the conclusion that while having scientific self-efficacy is important, identifying with and endorsing the values of the social system reflect a deeper integration and more durable motivation to persist as a scientist.