The impact of engineering identification and stereotypes on undergraduate women’s achievement and persistence in engineering
The impact of engineering identification and stereotypes on undergraduate women’s achievement and persistence in engineering
复制标题
工程认同和刻板印象对本科女性工程成就和坚持的影响
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
M. Paretti
中科院分区：
文献类型：
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作者：
Brett D. Jones;Chloe Ruff;M. Paretti
在工程专业中，妇女几乎总是占少数，与其他科学和技术专业相比，攻读工程专业的妇女比例较小。工程系的文化和对妇女工程和数学能力的负面定型观念被认为是阻碍妇女进入工程专业并导致她们离开该专业的因素。即使对于留下来的女性，刻板印象威胁或确认负面刻板印象的焦虑也会降低学习成绩。为了更充分地了解这种动态，我们研究了与刻板印象威胁（工程识别，性别识别，性别刻板印象认可和工程能力的看法），以确定它们如何影响妇女的成就和持久性在工程的第一年年底的工程计划。参与者包括来自一所大型公立大学的363名一年级普通工程专业的学生。学生们在第一年快结束时完成了一份调查问卷。结果表明，有性别刻板印象的认可和工程能力的看法，男性和女性之间的差异，男性更有可能持有负面的刻板印象，女性的工程能力和妇女更有可能报告更高的看法，他们的工程能力。工程鉴定是一个重要的预测持久性工程，和工程能力的看法是成就的重要预测因素，女性比男性的关系更强。事实上，既不性别认同，也不性别陈规定型观念认可有关的成就或坚持在工程表明，他们是不太重要的因素，一年级的女工程专业学生比工程识别和工程能力的看法。
Women almost always comprise a minority in engineering programs and a smaller percentage of women pursue engineering than other science and technology majors. The culture of engineering departments and negative stereotypes of women’s engineering and mathematical ability have been identified as factors that inhibit women’s entry into engineering and cause them to leave the major. Even for women who stay, stereotype threat or the anxiety of confirming a negative stereotype can decrease academic performance. To more fully understand this dynamic, we examined four factors associated with stereotype threat (engineering identification, gender identification, gender stereotype endorsement, and engineering ability perceptions) to determine how they impacted women’s achievement and persistence in engineering at the end of their first year of an engineering program. Participants included 363 first-year general engineering students from a large public university. Students completed a questionnaire near the end of their first year. Results indicated that there were differences between men and women for gender stereotype endorsement and engineering ability perceptions, with men more likely to hold negative stereotypes of women’s engineering abilities and women more likely to report higher perceptions of their engineering abilities. Engineering identification was a significant predictor of persistence in engineering, and engineering ability perceptions were significant predictors of achievement; the relationships were stronger for women than men. The fact that neither gender identification nor gender stereotype endorsement were related to achievement or persistence in engineering indicated that they were less important factors for first-year women engineering students than engineering identification and engineering ability perceptions.
影响因子：
7.6
作者：
STEELE, CM;ARONSON, J
通讯作者：
ARONSON, J
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM