Work–Family Balance Self‐Efficacy's Relationship With STEM Commitment: Unexpected Gender Moderation

Myers, Dante P.; Major, Debra A.

doi:10.1002/cdq.12097

Cited by 14 publications

(14 citation statements)

References 45 publications

(68 reference statements)

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“…Our reasoning is in line with the existing empirical findings on work-family balance self-efficacy. For example, those with higher work-family balance self-efficacy reported a stronger commitment to their career (Myers and Major, 2017), which is indirect evidence showing the positive function of work-family balance self-efficacy in career perseverance. In addition, work-family balance self-efficacy is negatively associated with anticipated work-family conflict (Cinamon, 2006), and we know that lower work-family conflict is associated with better performance (e.g., Demerouti et al, 2016).…”

Section: Training Schedulementioning

confidence: 96%

Facilitating transition from maternity leave to work for working mothers: A self-efficacy intervention study

Kokubo¹,

Yoshikawa²,

Wu³

2023

Camb. prisms Glob. ment. health

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Although governments and organizations have introduced family-responsive practices, such as maternity leave, to encourage women to continue their careers, there remain significant gender gaps in career progress. Return from maternity leave to work is a critical career transition period in working women's professional lives. Many women consider withdrawing from their professional careers after childbirth and, even when they decide to come back to work, they go through a significant readjustment process, experiencing major efficacy uncertainties. In this study, we developed a training program for working mothers during maternity leave to help them better prepare for their return to work. We examined the program in Japan, where working mothers experience significant pressure to conform to gender-based social roles and face challenges in continuing their career, owing to the country's cultural traditions. Our study shows that the training program helps boost working mothers' work-family balance self-efficacy, which in turn contributes to better supervisorrated in-role performance after they return to work. Our study suggests that organizations can supplement their family-friendly policies by providing maternity leave takers with our training program to enhance working mothers' work-family balance self-efficacy and help working mothers better readapt to work.

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Section: Training Schedulementioning

confidence: 96%

Facilitating transition from maternity leave to work for working mothers: A self-efficacy intervention study

Kokubo¹,

Yoshikawa²,

Wu³

2023

Camb. prisms Glob. ment. health

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“…A more revealing assessment would consider a more nuanced set of possible costs. For example, when contemplating costs some students may consider issues related to expectations of discrimination (e.g., Fernández, Castro, Otero, Foltz, & Lorenzo, 2006), anticipated work-life balance (e.g., Myers & Major, 2017), and the perceived communal opportunities associated with careers (e.g., Evans & Diekman, 2009).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Helping and Hindering Undergraduate Women’s STEM Motivation: Experiences With STEM Encouragement, STEM-Related Gender Bias, and Sexual Harassment

Leaper

Starr

2018

Psychology of Women Quarterly

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Prior research indicates many women either leave or pursue science, technology, engineering, and mathematics (STEM) degrees because the social climate undermined or strengthened their motivation and career aspirations. We investigated whether women’s experiences of sexual harassment and STEM-related gender bias negatively predicted their STEM motivation (task value, competence beliefs, and perceived costs) and STEM career aspirations. We also tested whether STEM encouragement from friends and family positively predicted motivation and aspirations. To consider domain-specific effects, we also tested the predictors in relation to non-STEM motivation and career aspirations. Students’ grade point average was controlled in all analyses. The sample was undergraduate women enrolled in gateway biology courses for majors ( N = 685; M = 19.67 years of age; 35% Asian, 31% White, and 27% Latinx). A majority experienced gender bias (60.9%) or sexual harassment (78.1%) at least once in the past year. STEM-related gender bias from classmates and sexual harassment from instructors (faculty, teaching assistants, or graduate students) were negatively related to STEM motivation and career aspirations. Perceived STEM encouragement from friends was positively related to motivation, and STEM encouragement from friends and family predicted STEM career aspirations. Finally, domain-specific effects were indicated. Our research highlights the need for programs that increase awareness of discrimination, combat bias and harassment, and affirm students’ STEM interest. Additional online materials for this article are available on PWQ's website at https://journals.sagepub.com/doi/suppl/10.1177/0361684318806302

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“…Media representations-and larger public discoursecan directly and indirectly (e.g., family, friends, colleagues) discourage young girls from considering STEM careers, taint their experiences within STEM fields, and impact recruitment and retention of women pursuing STEM education, further exacerbating gender inequity. Media representations can perpetuate the myth that STEM fields are hard, competitive and demanding, better aligned with the asocial "loner" stereotype associated with introverted white males and not appealing to women who value work/life integration especially those who intend to combine their career with family obligations (Burlew and Johnson, 1992;Lips, 1992;Nauta et al, 1998;Myers and Major, 2017). Women working in STEM fields are the target of microaggressions (Yang and Carroll, 2018;Kim and Meister, 2022), subtle and contemporary forms of discrimination (Sue et al, 2007) that reinforce the historical exclusion of women in STEM.…”

Section: Introductionmentioning

confidence: 99%

The role of media professionals in perpetuating and disrupting stereotypes of women in Science, Technology, Engineering and Math (STEM) fields

Corsbie-Massay

Wheatly

2022

Front. Commun.

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Women continue to be underrepresented in the Science, Technology, Engineering and Mathematics (STEM) fields despite efforts to enhance interest and persistence at all levels in the educational pipeline. The “chilly” climate documented for girls and women in STEM exists within a broader communication climate established and reinforced by media professionals. The present study examined the role of media professionals in perpetuating stereotypes of women in STEM through two approaches (1) conducting interviews with seventeen STEM women about their engagement with media professionals and (2) surveying 105 media professionals about their stereotypes about science and scientists. STEM women report positive interactions with the media despite incidents of unprofessionalism, dissonance between the processes and pace of science vs. the media, an undercurrent of issues pertaining to gender and other forms of representation, and an ethical responsibility to engage with media. The survey of media professionals revealed persistent stereotypes about scientists across both genders, and these stereotypes were more pronounced among those who engaged with science as part of their job, particularly among those working in entertainment and advertising and those working outside of journalism and social media. To establish greater equity in STEM fields and the knowledge pipeline, communication scholars must investigate the role of media professionals in this process and consider best practices to disrupt media stereotypes about STEM women.

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Work–Family Balance Self‐Efficacy's Relationship With STEM Commitment: Unexpected Gender Moderation

Cited by 14 publications

References 45 publications

Facilitating transition from maternity leave to work for working mothers: A self-efficacy intervention study

Facilitating transition from maternity leave to work for working mothers: A self-efficacy intervention study

Helping and Hindering Undergraduate Women’s STEM Motivation: Experiences With STEM Encouragement, STEM-Related Gender Bias, and Sexual Harassment

The role of media professionals in perpetuating and disrupting stereotypes of women in Science, Technology, Engineering and Math (STEM) fields

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