Stereotype threat as a barrier to women entering engineering careers
Stereotype threat as a barrier to women entering engineering careers
复制标题
DOI：
10.1016/j.jvb.2016.12.002
复制
发表时间：
2017-04-01
影响因子：
11.1
通讯作者：
Weigold, Ingrid K.
中科院分区：
文献类型：
--
作者：
Cadaret, Michael C.;Hartung, Paul J.;Weigold, Ingrid K.
理论表明，近端上下文变量导致女性在STEM领域的代表性不足。因此，我们研究了刻板印象威胁作为近端上下文变量与学业自我效能之间的关系。我们还研究了应对教育障碍的自我效能对这些关系的影响。211名工科女大学生（73%为白人，平均年龄21岁）接受了刻板印象威胁的污名意识和刻板印象脆弱性测试，以及障碍应对自我效能和学业自我效能测试。污名意识（表现为性别歧视意识和对女性的负面态度），而非刻板印象脆弱性，与女性对自己在工程专业领域完成大学学位的能力的信心呈负相关。调节模型结果显示，学业自我效能感与耻辱感意识的交互作用显著，而对刻板印象脆弱性的交互作用不显著。我们的研究结果通过揭示群体认同歧视意识与学术自我效能之间存在负相关关系，增加了社会认知职业理论中的近端情境障碍框架。促进积极的认同和与环境的建设性互动可以支持妇女在工程领域的职业发展。(C) 2016 Elsevier Inc.版权所有。
Theory suggests that proximal contextual variables contribute to women's underrepresentation in STEM fields. We therefore examined relationships between stereotype threat as a proximal contextual variable and academic self-efficacy. We also examined the influence of self-efficacy for coping with educational barriers on those relationships. A total of 211 women undergraduate students majoring in engineering fields (73% White, mean age = 21 years) responded to measures of stigma consciousness and stereotype vulnerability as proxies for stereotype threat, along with measures of self-efficacy for coping with barriers (CWB) and academic self-efficacy. Stigma consciousness (in the form of awareness of sexism and negative attitudes about women), but not stereotype vulnerability, negatively related to women's confidence in their abilities to complete a college degree in a engineering major field. Results of a moderation model indicated a significant interaction of CWB and stigma consciousness on academic self efficacy, with no such interaction effect for stereotype vulnerability. Our findings add to the proximal contextual barriers framework within Social Cognitive Career Theory by uncovering the existence of negative relationships between consciousness of discrimination due to group identity and academic self-efficacy. Promoting positive identity and constructive interaction with the environment may support women's career development in engineering fields. (C) 2016 Elsevier Inc. All rights reserved.