GSE/RES Career Choice Barriers: Predictors of resilience for women in STEM majors

GSE/RES 职业选择障碍：STEM 专业女性韧性的预测因素

• 批准号: 0429036
• 负责人: Nadya Fouad
• 金额: $ 23.72万
• 依托单位: University of Wisconsin-Milwaukee
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-08-01 至 2008-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0429036&HistoricalAwards=false
• 关键词: GSE; RES; Career; Choice; Barriers

University of Wisconsin-Milwaukee and Arizona State University are collaborating in a study that will address: a) What barriers and supports can be identified at various developmental stages (middle school and late high school and sophomore in college) as being salient for women's selection of a STEM related career? b) How do these barriers and supports fit into a comprehensive, intervention-focused theory of achievement and career choice? And c) How do these barriers and supports directly relate to interventions for girls and women interested in STEM careers? Data collection will be conducted at two different metropolitan sites (Milwaukee, WI and Phoenix, AZ), across three different educational levels (middle, high school and early college), in three discrete studies (interviews and taxonomy development; instrument development and testing; and comprehensive model testing). Organizations involved include the University of Wisconsin-Milwaukee, Milwaukee Public Schools, Shorewood Public Schools, Arizona State University and Deer Valley School District (Arizona). Intellectual Merit: The analogy of a leaky pipeline has been used frequently to describe the progressive developmental decrease of women's interest and participation in science, technological, engineering, and math (STEM) preparation. Something happens along the way that prompts women to think and believe that they cannot or do not want to continue in STEM courses, majors, or careers. There is no obvious reason why this would disproportionately occur for women than men since innate abilities do not differ between men and women (NSF, 2003). Although theoretical models include external influences on achievement and choice behavior, past research examining such models has more often focused on the internal aspects of a woman's choice, rather than on how the internal beliefs and perceptions interact with external factors. It is important, also to understand barriers and supports that may differ at various stages.The research study is developing a taxonomy of barriers, including those related to the learning environment, and identifying those that appear to be differentially salient in the career choice process at various developmental points, and then testing the validity of the social cognitive career model containing measures of those supports and barriers. Finally, the investigators will link the taxonomy directly to interventions designed to promote resilience for women pursuing STEM careers. The study increases the applications of the social cognitive career theory to understanding achievement related choices (Betz & Hackett, 1983; Hackett & Betz, 1981; 1989; Lent, Brown & Hackett, 2002) by incorporating elements of Eccles (1994) model of achievement to increase its predictive utility. Broader Impact: It will identify developmentally appropriate environmental barriers and supports that affect women's retention in the path to STEM careers and translate those directly to interventions designed to promote resilience for women pursuing STEM careers.

威斯康星大学密尔沃基分校和亚利桑那州立大学正在合作进行一项研究，该研究将解决：a) 在不同的发展阶段（初中、高中后期和大学二年级）可以确定哪些障碍和支持对于女性选择职业来说是显着的STEM 相关职业？ b) 这些障碍和支持如何融入全面的、以干预为中心的成就和职业选择理论？ c) 这些障碍和支持如何与对 STEM 职业感兴趣的女孩和妇女的干预直接相关？ 数据收集将在两个不同的大都市（威斯康星州密尔沃基和亚利桑那州菲尼克斯）、三个不同的教育水平（初中、高中和大学早期）、三项独立的研究（访谈和分类学开发；仪器开发和测试；以及研究）中进行。和综合模型测试）。 参与的组织包括威斯康星大学密尔沃基分校、密尔沃基公立学校、肖尔伍德公立学校、亚利桑那州立大学和鹿谷学区（亚利桑那州）。 智力优势：漏水管道的类比经常被用来描述女性对科学、技术、工程和数学 (STEM) 准备的兴趣和参与度逐渐下降。 在此过程中发生的一些事情促使女性思考并相信她们不能或不想继续学习 STEM 课程、专业或职业。 没有明显的原因可以解释为什么这种情况在女性身上发生的比例高于男性，因为男性和女性之间的先天能力没有差异（NSF，2003）。 尽管理论模型包括对成就和选择行为的外部影响，但过去检验此类模型的研究更多地关注女性选择的内部方面，而不是内部信念和看法如何与外部因素相互作用。 了解不同阶段可能不同的障碍和支持也很重要。该研究正在开发障碍分类法，包括与学习环境相关的障碍，并确定那些在职业选择过程中表现出差异显着的障碍。各种发展点，然后测试包含这些支持和障碍测量的社会认知职业模型的有效性。 最后，研究人员将分类法直接与旨在提高追求 STEM 职业的女性复原力的干预措施联系起来。 该研究通过结合 Eccles (1994) 成就模型的要素，增加了社会认知职业理论在理解成就相关选择方面的应用 (Betz & Hackett, 1983; Hackett & Betz, 1981; 1989; Lent, Brown & Hackett, 2002)以提高其预测效用。 更广泛的影响：它将确定影响女性在 STEM 职业道路上保留的适合发展的环境障碍和支持，并将这些直接转化为旨在提高追求 STEM 职业的女性复原力的干预措施。