Collaborative Research: Science of Broadening Participation -- From School to Work: A Longitudinal Study of Gender Stratification in Science and Engineering

合作研究：扩大参与的科学——从学校到工作：科学与工程中性别分层的纵向研究

• 批准号: 1124169
• 负责人: Carroll Seron
• 金额: $ 12.34万
• 依托单位: University of California-Irvine
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-15 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1124169&HistoricalAwards=false
• 关键词: Collaborative; Research; Science; Broadening; Participation

SES-1123747Susan Silbey Massachusetts Institute of TechnologySES-1123905Brian Rubineau Cornell UniversitySES-1124169Carroll Seron University of California-IrvineScience of Broadening Participation -- From School to Work: A Longitudinal Study of Gender Stratification in Science and EngineeringAbstractThe United States and other advanced economies face unprecedented challenges in technical areas such as energy, environment, and defense. Solving these challenges requires a diverse, highly educated labor force, with professional expertise in science, technology, engineering, and mathematics (STEM). Contributing to the problem of under-production of STEM professionals in the U.S. is the pronounced gender segregation in some STEM professions, especially in engineering. As a consequence, we have a much smaller population from which to develop the needed engineering expertise. This project seeks to help us understand what causes continued gender segregation in STEM fields.An earlier study conducted by the PIs surveyed and interviewed a group of men and women for five years, beginning with the first year of their college education. This panel included a disproportionate number of young men and women planning to major in engineering, who had demonstrated exemplary achievement in science and mathematics. Yet, after four years of engineering education, shortly before college graduation and entry into the labor market, a significantly smaller percentage of the women than the men planned to pursue careers in engineering. Analyses showed that more women than men reported lower confidence in their ability to have a career in engineering. The current project revisits these men and women at the next career stage -- 5 years after their anticipated college graduation, and during their early years in the labor market. At this time, the project will collect data that enables researchers to compare the role of individual (confidence), organizational (workplace-related), and social network factors to explain gender specific career track decisions, especially regarding STEM fields. Methodologically, this study expands a unique longitudinal dataset to explain the critical transition from college and post-graduate training to the professional workforce. The theoretical model used adjudicates among the most important contending explanations for persistent gender stratification in professional employment by testing social psychological theories of causal individual and gender differences, organization-level processes, and social capital theories concerning the efficacy of social networks. Broader ImpactsFindings from this research may help explain patterns of attrition from and persistence in STEM fields, and engineering in particular. This important issue is of interest to private- and public-sector employers, current and future professionals, as well as institutions of higher education. Moreover, persistent gender segregation in STEM could compromise the competitive position of the United States in a global economy. Findings from this study may also contribute to policy developments aimed at improving the nation's scientific competitiveness.

SES-1123747Susan Silbey 麻省理工学院SES-1123905Brian Rubineau 康奈尔大学SES-1124169Carroll Seron 加州大学欧文分校扩大参与科学——从学校到工作：科学与工程中性别分层的纵向研究摘要美国和其他发达经济体面临前所未有的挑战在能源、环境和国防等技术领域。 解决这些挑战需要多元化、受过高等教育的劳动力，并具备科学、技术、工程和数学 (STEM) 方面的专业知识。造成美国 STEM 专业人员生产不足的问题是一些 STEM 职业中明显的性别隔离，特别是在工程领域。因此，我们能够培养所需工程专业知识的人口要少得多。 该项目旨在帮助我们了解导致 STEM 领域持续性别隔离的原因。 PI 早期进行的一项研究从大学教育的第一年开始，对一组男性和女性进行了为期五年的调查和采访。 这个小组包括了不成比例的计划主修工程学的年轻男女，他们在科学和数学方面表现出了模范的成就。然而，经过四年的工程教育后，在大学毕业和进入劳动力市场前不久，计划从事工程职业的女性比例明显低于男性。分析显示，与男性相比，更多女性对自己从事工程职业的能力缺乏信心。当前的项目重新审视了这些男性和女性在下一个职业阶段的情况——他们预期的大学毕业五年后，以及他们进入劳动力市场的早年。 目前，该项目将收集数据，使研究人员能够比较个人（信心）、组织（与工作场所相关）和社交网络因素的作用，以解释特定性别的职业轨迹决策，特别是在 STEM 领域。 从方法上讲，这项研究扩展了一个独特的纵向数据集，以解释从大学和研究生培训到专业劳动力的关键转变。该理论模型通过检验因果个体和性别差异的社会心理学理论、组织层面的过程以及有关社交网络有效性的社会资本理论，对专业就业中持续性别分层的最重要的有争议的解释进行了裁决。更广泛的影响 这项研究的发现可能有助于解释 STEM 领域（尤其是工程领域）的损耗和持久模式。 这一重要问题引起了私营和公共部门雇主、当前和未来的专业人士以及高等教育机构的兴趣。 此外，STEM 领域持续存在的性别隔离可能会损害美国在全球经济中的竞争地位。 这项研究的结果也可能有助于旨在提高国家科学竞争力的政策制定。