Adolescent Girls' STEM Identity Formation and Media Images of STEM Professionals: Considering the Influence of Contextual Cues.
Adolescent Girls' STEM Identity Formation and Media Images of STEM Professionals: Considering the Influence of Contextual Cues.
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DOI：
10.3389/fpsyg.2017.00716
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发表时间：
2017
影响因子：
3.8
通讯作者：
Steinke J
中科院分区：
文献类型：
--
作者：
Steinke J
大众媒体在科学、技术、工程和数学（STEM）专业人员的刻板印象的构建、呈现、复制和传播方面发挥了至关重要的作用，但人们对这些刻板印象如何影响STEM身份的形成知之甚少。STEM专业人员的媒体形象可能是有关STEM的重要信息来源，对青春期的女孩来说可能特别突出和相关，因为她们积极考虑未来的个人和职业身份。本文描述了STEM专业人员的性别刻板印象媒体形象，并研究了理论，以确定解释这些形象对STEM身份形成的潜在影响的变量。了解这些变量对于扩大当前科学/STEM身份的概念框架，以更好地确定更广泛的社会文化背景下的线索如何以及何时可能影响少女的STEM身份非常重要。本文强调了关注STEM身份相关变量和STEM身份状态的重要性，以解释STEM身份形成的个体差异。
Popular media have played a crucial role in the construction, representation, reproduction, and transmission of stereotypes of science, technology, engineering, and mathematics (STEM) professionals, yet little is known about how these stereotypes influence STEM identity formation. Media images of STEM professionals may be important sources of information about STEM and may be particularly salient and relevant for girls during adolescence as they actively consider future personal and professional identities. This article describes gender-stereotyped media images of STEM professionals and examines theories to identify variables that explain the potential influence of these images on STEM identity formation. Understanding these variables is important for expanding current conceptual frameworks of science/STEM identity to better determine how and when cues in the broader sociocultural context may affect adolescent girls’ STEM identity. This article emphasizes the importance of focusing on STEM identity relevant variables and STEM identity status to explain individual differences in STEM identity formation.