Women Science Majors: What Makes a Difference in Persistence after Graduation?

Rayman, Paula M.; Brett, Belle

doi:10.2307/2943794

Cited by 76 publications

(68 citation statements)

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“…Mother and father's support of career choice has been shown to be higher for women who choose STEM fields as opposed to more traditional career fields. The effect appears to be additive in that support from both parents is an even stronger predictor of STEM choice than is encouragement from a single parent (Rayman & Brett, 1995). Conversely, the influence of parents with sexstereotypical views may discourage girls from considering these careers.…”

Section: Literature Reviewmentioning

confidence: 90%

“…High school teachers seem to be particularly influential to girls' choice of majors in science and engineering, probably because these are majors that generally require a commitment prior to college entry (Fitzpatrick & Silverman, 1989). Women receiving support from both teachers and advisors are more likely to persist in science after graduation, than are those who received positive encouragement from a single source (Rayman & Brett, 1995).…”

Section: Literature Reviewmentioning

confidence: 99%

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Self-Authorship and Women's Career Decision Making

Creamer¹,

Laughlin²

2005

csd

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Current career literature provides little insight into how women interpret career-relevant experiences, advice, or information, particularly when it is contradictory. This paper uses findings from interviews with 40 college women to provide empirical confirmation for the link between self-authorship and career decision making. Findings underscore the role of inter-connectivity in women's decision making, particularly involving parents, and distinguish ways that this can reflect self-authorship. Self-authorship provides the theoretical framework to understand how students respond to career advice and suggests that students may reject career advice when it requires the cognitive complexity to engage diverse viewpoints. Findings endorse educational activities that require students to juggle competing knowledge claims to make complex decisions.

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Section: Literature Reviewmentioning

confidence: 90%

Section: Literature Reviewmentioning

confidence: 99%

Self-Authorship and Women's Career Decision Making

Creamer¹,

Laughlin²

2005

csd

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show abstract

“…Parental support and encouragement are understood to be important aspects of fostering self-confidence, which is key to the success of females in STEM (Rayman & Brett, 1995;Scott & Mallinckrodt, 2005). They managed to avoid a major hindrance for Blacks and females in the United States-specifically accepting the belief that they were less intelligent and less able to succeed in math and science (Wortham, 2006).…”

Section: Developing Self-confidence For Stem Accessmentioning

confidence: 99%

Navigating STEM: Afro Caribbean Women Overcoming Barriers of Gender and Race

Miller

2017

SAGE Open

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This article explores issues related to science, technology, engineering, and mathematics (STEM), participation and underrepresentation specifically in regard to women of African descent. Drawing from a larger qualitative, grounded case study, the article examines the experiences of Panamanian Afro Caribbean women in STEM and their successful navigation of race and gender barriers related to education and employment in STEM. Ogbu and Banks are used to inform the discussion regarding the formation of group identity. Data were collected and triangulated by interviews, surveys, observations, and documents. The findings revealed that socio-cultural values and strategies from their Caribbean community provided the support needed to build a positive self-identity. In addition, middle-class values that included educational attainment and hard work further supported their persistence through STEM education and their participation in STEM careers. A new model, the Self-Actualization Model (SAM), emerged as graphic representation for presenting the findings.

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“…The issue of post-college commitment to science was addressed by Rayman and Brett (1995), who monitored the early career paths of women who had earned bachelor's degrees in science at a women's college. While their study supported the importance of early math and science preparation, as well as advice and encouragement from significant others (e.g., parents, teachers), some surprising findings did emerge.…”

Section: Factors Influencing Women's Interest In Sciencementioning

confidence: 99%

Undergraduate Science Majors: Gender Differences in Who Goes to Graduate School

Sax¹

2001

rhe

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Women Science Majors: What Makes a Difference in Persistence after Graduation?

Cited by 76 publications

References 0 publications

Self-Authorship and Women's Career Decision Making

Self-Authorship and Women's Career Decision Making

Navigating STEM: Afro Caribbean Women Overcoming Barriers of Gender and Race

Undergraduate Science Majors: Gender Differences in Who Goes to Graduate School

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