The Role of Social and Ability Belonging in Men's and Women's pSTEM Persistence
The Role of Social and Ability Belonging in Men's and Women's pSTEM Persistence
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DOI：
10.3389/fpsyg.2019.02386
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发表时间：
2019-10-31
影响因子：
3.8
通讯作者：
Ito, Tiffany A.
中科院分区：
文献类型：
--
作者：
Banchefsky, Sarah;Lewis, Karyn L.;Ito, Tiffany A.
归属感对学业成绩和毅力的好处主要是从主观上对社会归属感的看法来考察的，但归属感的能力，或者在智力上与同龄人的契合度，可能也是学术成功的重要因素。在男性占主导地位的领域可能尤其如此，在那里，天生的天赋和天赋被视为成功的先决条件。我们测试了一种假设，即社交和能力归属感各自解释了坚持物理科学、技术、工程和数学的意图(PSTEM)。我们进一步探讨，在PSTEM中，女性的社会归属感和能力归属感是否平均低于男性，以及归属感是否更强烈地与女性坚持的意图有关。在整个学期的三个时间点上，我们评估了参加基础微积分或物理课程的本科生PSTEM专业。女性的PSTEM归属感和自我效能感低于男性，但对PSTEM的认同感高于男性。学期末社会归属感、能力归属感和认同感预测了坚持PSTEM的意向，女性的社会归属感和坚持PSTEM的意向之间的关系比男性更强。这些发现是在控制了以前和现在的学习成绩，以及两个传统的学业成功心理预测因素之后得出的。
The benefits of belonging for academic performance and persistence have been examined primarily in terms of subjective perceptions of social belonging, but feeling ability belonging, or fit with one's peers intellectually, is likely also important for academic success. This may particularly be the case in male-dominated fields, where inherent genius and natural talent are viewed as prerequisites for success. We tested the hypothesis that social and ability belonging each explain intentions to persist in physical science, technology, engineering, and math (pSTEM). We further explore whether women experience lower social and ability belonging than men on average in pSTEM and whether belonging more strongly relates to intentions to persist for women. At three time points throughout a semester, we assessed undergraduate pSTEM majors enrolled in a foundational calculus or physics course. Women reported lower pSTEM ability belonging and self-efficacy than men but higher identification with pSTEM. End-of-semester social belonging, ability belonging, and identification predicted intentions to persist in pSTEM, with a stronger relationship between social belonging and intentions to persist in pSTEM for women than men. These findings held after controlling for prior and current academic performance, as well as two conventional psychological predictors of academic success.