School Connectedness and STEM Orientation in Adolescent Girls: The Role of Perceived Gender Discrimination and Implicit Gender-Science Stereotypes

Rogers, Adam A.; Boyack, McKay N.; Cook, Rachel; Allen, Emma E.

doi:10.1007/s11199-021-01224-7

Cited by 16 publications

(10 citation statements)

References 64 publications

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“…One reason for the difference in findings may be that although we examined implicit and explicit STEM identity, we did not measure experiences with racial or gender discrimination. Future studies might examine similar research questions about role models and pSTEM identity that additionally consider students’ experiences with gender and racial bias in pSTEM (e.g., Alliman-Brissett & Turner, 2010; Berry et al, 2011; Brown & Leaper, 2010; Leaper & Starr, 2019; Robnett, 2016; Rogers et al, 2021). Furthermore, future studies might examine other factors that promote students’ pSTEM identity and motivation, particularly in the absence of available role models.…”

Section: Discussionmentioning

confidence: 99%

Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations

Starr

Leaper

2022

Group Processes & Intergroup Relations

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Women and underrepresented minoritized (URM) persons remain marginalized in physical science, technology, engineering, and math (pSTEM). Relative to non-URM men, URM women may experience a double disadvantage based on their gender and race whereby they observe few same-gender and few same-race role models in pSTEM while additionally internalizing stereotypes linking pSTEM with non-URM men. Our hypothesized model was partly supported in a sample of undergraduates ( N = 1,068; 68% women, 44% URM). First, perceiving same-gender or same-race pSTEM role models predicted lower explicit stereotypes among women and URM individuals regarding gender and race, respectively. Second, explicit and implicit associations linking pSTEM with men and White/Asian persons predicted (a) lower pSTEM identity among women and URM students and (b) higher identity among men and non-URM students. Finally, both implicit and explicit pSTEM identity positively predicted expectancy–value beliefs.

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Section: Discussionmentioning

confidence: 99%

Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations

Starr

Leaper

2022

Group Processes & Intergroup Relations

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“…This theory has been used prolifically in various educational contexts, including STEM (Corneille et al, 2020; Morton, 2020; Morton & Parsons, 2018; Rogers et al, 2021; Tope‐Banjoko et al, 2020). To the authors' knowledge, PVEST has not been applied to the engineering context at an HSI.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Sense of belonging in engineering and identity centrality among undergraduate students at Hispanic‐Serving Institutions

Patrick

Andrews

Riegle‐Crumb

et al. 2023

J of Engineering Edu

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Background: Retaining women and racially minoritized individuals in engineering programs has been a subject of widespread discussion and investigation. While the sense of belonging and its link to retention have been studied based on student characteristics, there is an absence of studies investigating the importance of students' social identities to their sense of belonging in engineering.Purpose/Hypothesis: This study examines differences in race/ethnic identity centrality, gender identity centrality, and sense of belonging in engineering by subgroups of undergraduate engineering students at Hispanic-Serving Institutions (HSIs). Subsequently, it examines the extent to which these identity centralities predict a sense of belonging in engineering for each subgroup. Design/Method: Survey data was collected from 903 Latinx and 452 White undergraduate engineering students from seven HSIs across the continental United States. Multivariate analysis of variance and sequential multivariate linear regression were used to evaluate the research questions. Results: Latinx students had higher identity centralities but a similar sense of belonging in the engineering community as White students. Latinos and Latinas had an equivalent sense of belonging in engineering, whereas White women were higher than White men. In the full models, race/ethnic identity centrality significantly, and positively predicted a sense of belonging in engineering for Latinos and White women. Gender identity centrality was not a significant predictor of a sense of belonging in engineering for either Latinx or White students. Conclusions: Race/ethnic and gender identity centrality are differentially important to the sense of belonging in engineering for students at Hispanic-Serving Institutions based on their group membership at the intersection of race and gender.

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“…Alternatively, culturally shaped beliefs about innate ability, the history of the field, and gender schemas may dampen girls’ interest in computer science more so than other STEM fields (Cheryan et al 2017; Correll 2004; Huffman, Whetten, and Huffman 2013; Leslie et al 2015; Master et al 2017; Meyer, Cimpian, and Leslie 2015; Moote et al 2020). Taking account of culturally shaped beliefs and social structural processes, a body of scholarship shows that like-minded peer groups, adult support and belongingness facilitate child development of science efficacy and “science-possible selves” (Gauthier et al 2017; Hill et al 2017; Robnett 2016; Robnett and Leaper 2013; Rogers et al 2021). Much less is known about how children develop computer efficacy which is often navigated in the private sphere.…”

Section: Literature Reviewmentioning

confidence: 99%

Connecting Spaces: Gender, Video Games and Computing in the Early Teens

Ashlock

Stojnic

Tüfekçi

2022

Sociological Perspectives

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Informed by evidence that computing attitudes may be uniquely constructed in informal contexts and that the early teens are a key period for academic decision-making, we investigate lines of practice that connect computing skills, attitudes, and videogames. We compare the relationship between computer skill, computer efficacy, and activities associated with gaming using a data set of 3,868 children in middle school. The time that children spend gaming has very modest association with skill and efficacy. Accounting for the frequency with which children modify games, engage in social gaming activities, and the salience of gamer identity explains the gender gap in computer skill and significantly narrows the gender gap in computer efficacy. We find support for the argument that computer skill and efficacy are dependent on children connecting often isolated social contexts, a socially embedded characteristic of the digital divide.

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School Connectedness and STEM Orientation in Adolescent Girls: The Role of Perceived Gender Discrimination and Implicit Gender-Science Stereotypes

Cited by 16 publications

References 64 publications

Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations

Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations

Sense of belonging in engineering and identity centrality among undergraduate students at Hispanic‐Serving Institutions

Connecting Spaces: Gender, Video Games and Computing in the Early Teens

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