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Exploring the Relationship Between Social Cognitive and Environmental Factors in the Underrepresentation of Female Populations in STEM Fields.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Relationship Between Social Cognitive and Environmental Factors in the Underrepresentation of Female Populations in STEM Fields./
Author:	Szmodis, Whitney.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	180 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28413179
ISBN:	9798535531267

Exploring the Relationship Between Social Cognitive and Environmental Factors in the Underrepresentation of Female Populations in STEM Fields.
Szmodis, Whitney.

Exploring the Relationship Between Social Cognitive and Environmental Factors in the Underrepresentation of Female Populations in STEM Fields. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 180 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ph.D.)--Lehigh University, 2021.

This item must not be sold to any third party vendors.

This aims of this research were to examine the personal, behavioral, and environmental factors, as outlined in Social Cognitive Career Theory, of 12th grade females in the United States. Specifically, this study examined the student factors that influence career goals and academic performance for females in science, technology, engineering, and mathematics (STEM) for female populations traditionally overrepresented (White, Asian) and underrepresented (Black, Latinx, Native Hawaiian/Pacific Islander, Native Alaskan). Data used in this study were from the 2015 science questionnaire for students from the National Assessment of Educational Progress (NAEP). Using the Social Cognitive Career Theory framework, secondary analysis of NAEP data sought to understand why some females enter STEM fields at drastically higher levels than others. Results from descriptive statistics, linear regression, and path analysis showed significant differences in the role of self-efficacy for underrepresented females and their choice goals and academic performance compared to overrepresented females. Both overrepresented and underrepresented females had significant relationships between learning experiences and outcome expectations, as well as outcome expectations and choice goals, among other findings. Implications for these findings are discussed.

ISBN: 9798535531267Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

NAEP

Exploring the Relationship Between Social Cognitive and Environmental Factors in the Underrepresentation of Female Populations in STEM Fields.
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500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
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520 $a This aims of this research were to examine the personal, behavioral, and environmental factors, as outlined in Social Cognitive Career Theory, of 12th grade females in the United States. Specifically, this study examined the student factors that influence career goals and academic performance for females in science, technology, engineering, and mathematics (STEM) for female populations traditionally overrepresented (White, Asian) and underrepresented (Black, Latinx, Native Hawaiian/Pacific Islander, Native Alaskan). Data used in this study were from the 2015 science questionnaire for students from the National Assessment of Educational Progress (NAEP). Using the Social Cognitive Career Theory framework, secondary analysis of NAEP data sought to understand why some females enter STEM fields at drastically higher levels than others. Results from descriptive statistics, linear regression, and path analysis showed significant differences in the role of self-efficacy for underrepresented females and their choice goals and academic performance compared to overrepresented females. Both overrepresented and underrepresented females had significant relationships between learning experiences and outcome expectations, as well as outcome expectations and choice goals, among other findings. Implications for these findings are discussed.
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