The Roles of Perceived Identity Compatibility and Social Support for Women in a Single-Sex STEM Program at a Co-educational University
The Roles of Perceived Identity Compatibility and Social Support for Women in a Single-Sex STEM Program at a Co-educational University
复制标题
女性感知身份兼容性和社会支持在男女同校大学单性别 STEM 项目中的作用
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
M. Lobel
中科院分区：
文献类型：
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作者：
L. Rosenthal;Bonita London;Sheri R. Levy;M. Lobel
单性别计划已在各种教育环境中实施，以帮助促进女性更多地参与 STEM 领域。然而，单性别项目增加女性参与 STEM 领域的机制尚不清楚。根据社会和健康心理学的研究，我们研究了女性对 STEM 专业和大学归属感的两个理论指导预测因素：女性与 STEM 领域之间感知的身份兼容性，以及感知的社会支持。参与者是在美国东北部一所男女同校大学参加单一性别 STEM 项目的 65 名种族、民族和社会经济多元化女性。参与者在大学第一年开始之前完成了在线调查，并在大学第二年开始时再次完成了在线调查。多元回归分析的结果支持这样的假设：在 STEM 女性大学的第一年或过渡年中，感知到的身份兼容性、感知到的亲密他人的支持以及感知到的 STEM 女性单性别项目的支持均与她们专业的更大归属感独立相关。此外，感知到的身份兼容性和感知到的来自单性别项目的支持与更大的大学归属感相关。这些研究结果表明，来自单一性别项目等来源的支持以及认为自己的领域与女性之间的兼容性可能会支持女性在 STEM 等非传统领域接受培训。对这些因素的持续调查可能会阐明单一性别计划的影响，并为提高女性在 STEM 中的保留率的干预措施提供信息。
Single-sex programs have been implemented in a variety of educational settings to help promote greater engagement of women in STEM fields. However, the mechanisms through which single-sex programs increase women’s engagement in STEM fields are unclear. Drawing from research in social and health psychology, we examined two theoretically-guided predictors of women’s sense of belonging in their STEM majors and belonging at the university: perceived identity compatibility between being a woman and being in a STEM field, and perceived social support. Participants were 65 racially, ethnically, and socioeconomically diverse women enrolled in a single-sex STEM program at a co-educational university in Northeastern United States. Participants completed online surveys before the start of their first year of college, and again at the beginning of their second year of college. Findings from multiple regression analyses support hypotheses that across STEM women’s first or transitional year of college, perceived identity compatibility, perceived support from close others, and perceived support from the single-sex program for STEM women were each independently associated with greater sense of belonging in their major. Additionally, perceived identity compatibility and perceived support from the single-sex program were associated with greater sense of belonging at the university. These findings suggest that perceived support from sources such as single-sex programs and perceived compatibility between one’s field and being female may sustain women pursuing training in nontraditional fields such as STEM. Continued investigation of these factors may elucidate the impact of single-sex programs and inform interventions to increase the retention of women in STEM.
影响因子：
5.4
作者：
S. Taylor;M. Lobel
通讯作者：
S. Taylor;M. Lobel
影响因子：
7.6
作者：
Rodolfo Mendoza-Denton;G. Downey;V. Purdie;Angelina Davis;J. Pietrzak
通讯作者：
Rodolfo Mendoza-Denton;G. Downey;V. Purdie;Angelina Davis;J. Pietrzak