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

Starr, Christine R.; Leaper, Campbell

doi:10.1177/13684302221128235

Cited by 5 publications

(2 citation statements)

References 126 publications

(190 reference statements)

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“…Whereas physics and computer science still have a low proportion of women, biology and chemistry have achieved almost equal representation of genders, at least among university students [2]. Research has discussed several factors contributing to the different gender distributions in the various STEM subjects, including stereotypes about the particular subjects [47,61,64,79,80]. Thus, future research may disentangle implicit attitudes about the STEM subfields that are more or less gender-balanced [81].…”

Section: Discussionmentioning

confidence: 99%

Measuring Implicit STEM and Math Attitudes in Adolescents Online with the Brief Implicit Association Test

Reichardt,

Rottmann,

Russo

et al. 2023

Education Sciences

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Despite societal efforts toward enhancing gender equality, females are still underrepresented in STEM (science, technology, engineering, mathematics). Prominent explanations draw on gender differences in attitudes about STEM (with females holding more negative attitudes than males), which result from the gender stereotype that STEM is a male domain. While a lot of research has focused on explicit attitudes, little is known about implicit attitudes toward STEM. The present research sought to examine implicit attitudes among adolescents, and how they relate to other STEM cognitions. We measured implicit attitudes about the STEM concept as a whole, and about math in particular. For this purpose, we developed two Brief Implicit Associations Tests (BIATs) and administered them online in a sample of adolescents (N = 517). We additionally measured a variety of self-reported motivational and social-psychological variables (interest, aspiration, self-concept of ability, and sense of belonging to the math and STEM community, respectively), which previous research has identified as factors contributing to the gender gap in STEM participation. Our findings confirm the reliability and validity of both the STEM BIAT and the Math BIAT. Moreover, implicit STEM attitudes predicted interest in and aspiration for STEM, self-concept of STEM ability, and sense of belonging to the STEM community. Similarly, implicit math attitudes predicted interest in and aspiration for math, and sense of belonging to the math community (but not self-concept of math ability). Our findings confirm that our novel online BIATs are efficient measurement tools of implicit attitudes in adolescents. Moreover, our findings underscore the significance of implicit attitudes in the STEM domain.

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Section: Discussionmentioning

confidence: 99%

Measuring Implicit STEM and Math Attitudes in Adolescents Online with the Brief Implicit Association Test

Reichardt,

Rottmann,

Russo

et al. 2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Motivation includes actions and aspirations to achieve objectives that are led and influenced by both internal and external concepts [18]. These ideas of intrinsic motivation, being motivated internally without receiving external reinforcement, and external motivation, obtaining external reinforcement, are other names for these internal and exterior concepts.…”

Section: Motivationmentioning

confidence: 99%

Students’ Motivation and Engagement in the Implementation of Individual Development Plan for Underrepresented Minority (URM) Students in Undergraduate STEM Training Programs

Edwards,

Goodwin,

Khalil

et al. 2024

Education Sciences

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Despite recent progress, statistics show an urgent need for growth in the numbers of underrepresented minority (URM) students in STEM fields. An individual development plan (IDP) has been used to assist Ph.D. trainees in exploring career paths, developing short- and long-term career goals, and creating action plans to achieve these goals. The National Institutes of Health (NIH) and many institutions require the completion of the IDP by graduate students, postdoctoral researchers, and junior faculty mentees to enhance career development. However, little information exists regarding how motivated and behaviorally engaged undergraduate URM undergraduate students are in using IDP as a tool to develop their STEM career pathway. In this study, researchers present data from the motivation levels and behavioral engagement factors that are associated with the effectiveness of the IDP with 20 URM students recruited for the REP Summer program. A total of 85% of students strongly agreed that the IDP was most effective in assessing and reflecting on their academic and professional goals. The mentorship needs were met by 80% of the students, while 75% of the students agreed that the IDP was very effective in helping to identify short-term and long-term goals for their undergraduate studies. Moreover, 70% of the students were satisfied with the IDP in developing an action plan, identifying short-term and long-term goals for their professional careers, and assessing their scientific skills, interests, and values. URM students are intrinsically and extrinsically motivated to implement the IDP and pursue careers in STEM. Findings suggest that URM students’ motivation and behavioral engagement levels impact the effectiveness of the implemented IDP with these students. There is a need to identify factors that enhance the effectiveness of the IDP to determine how to maximize the career development of URM students in STEM programs.

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Correlates of adolescents’ STEM career aspirations: the importance of academic motivation, academic identity, and gender

Myint

Robnett²

2023

Eur J Psychol Educ

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

Cited by 5 publications

References 126 publications

Measuring Implicit STEM and Math Attitudes in Adolescents Online with the Brief Implicit Association Test

Measuring Implicit STEM and Math Attitudes in Adolescents Online with the Brief Implicit Association Test

Students’ Motivation and Engagement in the Implementation of Individual Development Plan for Underrepresented Minority (URM) Students in Undergraduate STEM Training Programs

Correlates of adolescents’ STEM career aspirations: the importance of academic motivation, academic identity, and gender

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