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

本项目应用嵌入性理论来理解在大学攻读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：契合度(即人们认为自己的能力在多大程度上符合特定STEM专业的要求)、联系(即学生在该专业内的社会关系)和牺牲(即在多大程度上人们认为离开STEM专业是有代价的)。人力资本(即获取知识和技能)和社会资本(即发展人际关系和网络)投资被视为STEM专业嵌入性和职业嵌入性的关键预测因素。本研究通过将嵌入性理论应用于进入劳动力之前的教育经验，并通过证明大学和劳动力嵌入经历之间的联系，对该文献做出了贡献。该项目通过对可能使男性和女性区别于STEM专业和职业的经历的广泛背景的看法，为关于STEM性别差异的文献做出贡献。特别是，嵌入性理论提供了超越能力和态度的解释，这似乎不足以解释女性在STEM中的代表性不足。多种方法的结合(定性焦点小组和个人访谈；定量纵向调查)允许在大学背景下对正在发生的STEM经验进行审查，并结合劳动力转型对这些经验进行反思。本研究使用的样本包括多个STEM学科，并密切反映了全国STEM专业的人群。这项研究通过将STEM的大学水平经验与STEM劳动力的早期职业经历联系起来，提供了国家利益。嵌入性理论为理解为什么一些人留在STEM管道，另一些人离开STEM管道提供了一个有意义的框架。研究结果将确定在建立社会和人力资本以及输送资本以将个人嵌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“漏水管道”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支撑STEM个人，特别是女性，在其大学和劳动力阶段的职业生涯的杠杆。调查结果将为大学课程开发以及保留性别多样化的学生群体和劳动力的组织方法提供参考。研究成果的传播将通过项目网站、国家会议报告和同行评议的期刊出版物进行。

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.