東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Can a Hard-Working Female Role Model Counter STEM-Requires-Brilliance Stereotypes and Spark Girls' Engagement with STEM?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Can a Hard-Working Female Role Model Counter STEM-Requires-Brilliance Stereotypes and Spark Girls' Engagement with STEM?/
作者:	Merritt, Sally K.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	93 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
Contained By:	Dissertations Abstracts International83-03B.
標題:	Social psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28716438
ISBN:	9798538132997

Can a Hard-Working Female Role Model Counter STEM-Requires-Brilliance Stereotypes and Spark Girls' Engagement with STEM?
Merritt, Sally K.

Can a Hard-Working Female Role Model Counter STEM-Requires-Brilliance Stereotypes and Spark Girls' Engagement with STEM? - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 93 p.

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

Thesis (Ph.D.)--Tulane University School of Science and Engineering, 2021.

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

The gender gap in STEM (Science, Technology, Engineering, and Math) professions results from several factors that deter females from pursuing careers in STEM. Girls' low interest in science and lack of feeling both belonging and efficacy in science, which emerge as early as middle school, are believed to be part of the problem. This study reports on a novel intervention designed to spark middle school girls' engagement in science. A diverse group of middle school girls participating in a science outreach event read about a female Black astronaut whose accomplishments were framed either as a result of hard work (growth mindset) or natural abilities (fixed mindset). Participants responded to an open-ended prompt that asked them if they wanted to be an astronaut like the role model and then answered a series of scale measures about science. It was hypothesized that girls in the growth mindset condition would endorse stronger interest, belonging, and efficacy in science, indicate a desire to be an astronaut, and explain that desire in ways that indicated similarity with the role model and alignment with their mindset condition. No significant differences were observed/emerged between the two conditions and exploratory analyses found no interaction between race and condition. Possible reasons for the null findings are discussed, including issues related to mindset manipulation and the strength and specificity of the intervention. Characteristics of the sample were also considered, including participants' above mid-point science interest and belonging, both of which were positively related to desire to be an astronaut. This research provides insights into the complexities that need to be considered when designing an intervention to increase interest, belonging, and self-efficacy in STEM.

ISBN: 9798538132997Subjects--Topical Terms:

520219
Social psychology.
Subjects--Index Terms:

Girls

Can a Hard-Working Female Role Model Counter STEM-Requires-Brilliance Stereotypes and Spark Girls' Engagement with STEM?
LDR:03061nmm a2200397 4500 001 2345599
005 20230119160030.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798538132997
035 $a (MiAaPQ)AAI28716438
035 $a AAI28716438
040 $a MiAaPQ $c MiAaPQ
100 1 $a Merritt, Sally K. $3 3684565
245 1 0 $a Can a Hard-Working Female Role Model Counter STEM-Requires-Brilliance Stereotypes and Spark Girls' Engagement with STEM?
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 93 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
500 $a Advisor: Overstreet, Stacy;O'Brien, Laurie.
502 $a Thesis (Ph.D.)--Tulane University School of Science and Engineering, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a The gender gap in STEM (Science, Technology, Engineering, and Math) professions results from several factors that deter females from pursuing careers in STEM. Girls' low interest in science and lack of feeling both belonging and efficacy in science, which emerge as early as middle school, are believed to be part of the problem. This study reports on a novel intervention designed to spark middle school girls' engagement in science. A diverse group of middle school girls participating in a science outreach event read about a female Black astronaut whose accomplishments were framed either as a result of hard work (growth mindset) or natural abilities (fixed mindset). Participants responded to an open-ended prompt that asked them if they wanted to be an astronaut like the role model and then answered a series of scale measures about science. It was hypothesized that girls in the growth mindset condition would endorse stronger interest, belonging, and efficacy in science, indicate a desire to be an astronaut, and explain that desire in ways that indicated similarity with the role model and alignment with their mindset condition. No significant differences were observed/emerged between the two conditions and exploratory analyses found no interaction between race and condition. Possible reasons for the null findings are discussed, including issues related to mindset manipulation and the strength and specificity of the intervention. Characteristics of the sample were also considered, including participants' above mid-point science interest and belonging, both of which were positively related to desire to be an astronaut. This research provides insights into the complexities that need to be considered when designing an intervention to increase interest, belonging, and self-efficacy in STEM.
590 $a School code: 0494.
650 4 $a Social psychology. $3 520219
650 4 $a Child development. $3 515512
650 4 $a Research. $3 531893
650 4 $a Gender differences. $3 3548331
650 4 $a Behavior. $3 532476
650 4 $a Scientists. $3 531895
650 4 $a Science. $3 516376
650 4 $a Success. $3 518195
650 4 $a Socialization. $3 520784
650 4 $a Secondary school students. $3 3548315
650 4 $a Cognition & reasoning. $3 3556293
650 4 $a Minority & ethnic groups. $3 3422415
650 4 $a Academic achievement. $3 541708
650 4 $a Stereotypes. $3 3563992
650 4 $a Girls. $3 572082
650 4 $a Children & youth. $3 3541389
650 4 $a Role models. $3 3301554
650 4 $a Women. $3 531755
650 4 $a Race. $3 529036
650 4 $a Middle schools. $3 564510
650 4 $a Attitudes. $3 1973410
650 4 $a Secondary schools. $2 bicssc $3 1556944
650 4 $a Intelligence. $3 590016
650 4 $a Males. $3 3562279
650 4 $a Adults. $3 2157228
650 4 $a Womens studies. $3 2122688
650 4 $a Mathematics education. $3 641129
650 4 $a Middle school education. $3 969762
650 4 $a Educational psychology. $3 517650
650 4 $a Science education. $3 521340
653 $a Girls
653 $a Mindset
653 $a Role models
653 $a Women
690 $a 0451
690 $a 0450
690 $a 0525
690 $a 0280
690 $a 0453
690 $a 0714
710 2 $a Tulane University School of Science and Engineering. $b Psychology. $3 1685419
773 0 $t Dissertations Abstracts International $g 83-03B.
790 $a 0494
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28716438