GSE/RES- Patching the STEM Pipeline between College and Work: Investigating Gender Issues in Embeddedness

该项目应用嵌入理论来了解在大学攻读STEM专业的男性和女性的不同经历，以及他们从大学过渡到劳动力的经历。嵌入性的概念被用来描述一个人在多大程度上植根于她或他的STEM专业或职业。嵌入性由三个因素组成：适合（即，一个人认为她或他的能力与特定STEM专业的需求相匹配的程度），链接（即，学生在专业内的社会关系），和牺牲（即，离开STEM专业的程度被认为是有代价的）。人力资本（即，获取知识和技能）和社会资本（即，本研究通过将嵌入理论的应用扩展到进入劳动力市场之前的教育经历，并通过展示大学和劳动力嵌入经历之间的联系，对该文献做出了贡献。该项目通过对可能以不同方式锚男性和女性进入STEM专业和职业的经验进行广泛的背景观察，为STEM中的性别差异文献做出了贡献。特别是，嵌入理论提供了超越能力和态度的解释，这似乎不足以解释妇女在STEM中的代表性不足。多种方法（定性焦点小组和个人访谈;定量纵向调查）的结合允许在大学环境中检查STEM经验，因为它们正在发生，并结合了对这些经验的反思，鉴于劳动力的过渡。用于这项研究的样本包括多个STEM学科，并密切反映了STEM专业的全国人口。该研究通过将STEM的大学水平经验与STEM劳动力的早期职业经验联系起来，为国家带来了好处。嵌入性理论为理解为什么有些人留下而另一些人离开STEM管道提供了一个有意义的框架。研究结果将查明在建立社会和人力资本以及输送资本以使个人融入其职业生涯方面的性别差异。特别是，这项研究将解决大学和工作之间的“泄漏管道”的差距，这是一个研究不足的领域，许多女性可能会离开STEM。这项研究将有助于确定在大学和劳动力阶段的职业生涯中锚定STEM个人，特别是女性的杠杆。调查结果将告知大学课程开发以及组织方法，以保留性别多元化的学生团体和劳动力。研究成果将通过项目网站、国家会议报告和同行评审的期刊出版物传播。

This project applies Embeddedness Theory to understand the differential experiences of men and women pursuing STEM majors in college as well their experiences in transitioning from college to the workforce. The concept of embeddedness is applied to describe the extent to which one is rooted in her or his STEM major or occupation. Embeddedness is comprised of three factors: Fit (i.e., the extent to which one sees her or his capabilities as matching the demands of the particular STEM major), links (i.e., social ties that a student has within the major), and sacrifice (i.e., the extent to which leaving the STEM major is perceived as coming at a cost). Human capital (i.e., acquiring knowledge and skills) and social capital (i.e., developing interpersonal relationships and networking) investments are examined as key predictors of STEM major embeddedness and occupational embeddedness.The research contributes to that literature by extending embeddedness theory's application to the educational experience prior to workforce entry and by demonstrating linkages between college and workforce embeddedness experiences. The project contributes to the literature on gender differences in STEM by taking a broad contextual view of the experiences that may differentially anchor men and women to STEM majors and occupations. In particular, Embeddedness Theory offers explanations beyond abilities and attitudes, which seem inadequate in explaining women's underrepresentation STEM. The combination of multiple methods (qualitative focus groups and individual interviews; quantitative longitudinal surveys) allows for an examination of STEM experiences in the college context as they are occurring, and also incorporates reflection on those experiences in light of the workforce transition. The sample used for this research includes multiple STEM disciplines and closely mirrors national populations of STEM majors. The research provides national benefit by linking college level experiences in STEM to early career experiences in the STEM workforce. Embeddedness theory provides a meaningful framework for understanding why some stay and others leave the STEM pipeline. Research findings will identify gender differences in building social and human capital and transporting capital to embed individuals in their careers. In particular, this research will address a gap in the "leaky pipeline" between college and work, an under-researched area where many women are likely to leave STEM. This research will help to identify levers for anchoring STEM individuals, especially women, in their careers at both the university and workforce stages. Findings will inform college curriculum development as well as organizational approaches to retaining a gender diverse student body and workforce. Dissemination of research findings will occur via the project website, national conference presentations, and peer-reviewed journal publications.