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- Creators: Arizona State University
Description
Undeclared undergraduates participated in an experimental study designed to explore the impact of an Internet-delivered "growth mindset" training on indicators of women's engagement in science, engineering, technology, and mathematics ("STEM") disciplines. This intervention was hypothesized to increase STEM self-efficacy and intentions to pursue STEM by strengthening beliefs in intelligence as malleable ("IQ attitude") and discrediting gender-math stereotypes (strengthening "stereotype disbelief"). Hypothesized relationships between these outcome variables were specified in a path model. The intervention was also hypothesized to bolster academic achievement. Participants consisted of 298 women and 191 men, the majority of whom were self-identified as White (62%) and 18 years old (85%) at the time of the study. Comparison group participants received training on persuasive writing styles and control group participants received no training. Participants were randomly assigned to treatment, comparison, or control groups. At posttest, treatment group scores on measures of IQ attitude, stereotype disbelief, and academic achievement were highest; the effects of group condition on these three outcomes were statistically significant as assessed by analysis of variance. Results of pairwise comparisons indicated that treatment group IQ attitude scores were significantly higher than the average IQ attitude scores of both comparison and control groups. Treatment group scores on stereotype disbelief were significantly higher than those of the comparison group but not those of the control group. GPAs of treatment group participants were significantly higher than those of control group participants but not those of comparison group participants. The effects of group condition on STEM self-efficacy or intentions to pursue STEM were not significant. Results of path analysis indicated that the hypothesized model of the relationships between variables fit to an acceptable degree. However, a model with gender-specific paths from IQ attitude and stereotype disbelief to STEM self-efficacy was found to be superior to the hypothesized model. IQ attitude and stereotype disbelief were positively related; IQ attitude was positively related to men's STEM self-efficacy; stereotype disbelief was positively related to women's STEM self-efficacy, and STEM self-efficacy was positively related to intentions to pursue STEM. Implications and study limitations are discussed, and directions for future research are proposed.
ContributorsFabert, Natalie Shay (Author) / Bernstein, Bianca L. (Thesis advisor) / Kinnier, Richard (Committee member) / Dawes, Mary (Committee member) / Bekki, Jennifer (Committee member) / Arizona State University (Publisher)
Created2014
Description
In response to the recent publication and media coverage of several books that support educating boys and girls separately, more public schools in the United States are beginning to offer same-sex schooling options. Indeed, students may be more comfortable interacting solely with same-sex peers, as boys and girls often have difficulty in their interactions with each other; however, given that boys and girls often interact beyond the classroom, researchers must discover why boys and girls suffer difficult other-sex interactions and determine what can be done to improve them. We present two studies aimed at examining such processes. Both studies were conducted from a dynamical systems perspective that highlights the role of variability in dyadic social interactions to capture temporal changes in interpersonal coordination. The first focused on the utility of applying dynamics to the study of same- and mixed-sex interactions and examined the relation of the quality of those interactions to participants' perceptions of their interaction partners. The second study was an extension of the first, examining how dynamical dyadic coordination affected students' self-perceived abilities and beliefs in science, with the intention of examining social predictors of girls' and women's under-representation in science, technology, engineering, and mathematics.
ContributorsDiDonato, Matthew D (Author) / Martin, Carol L (Thesis advisor) / Amazeen, Polemnia G (Committee member) / Hanish, Laura D. (Committee member) / Updegraff, Kimberly A (Committee member) / Arizona State University (Publisher)
Created2012
Description
Under-representation of women doctors in medical work force despite their overwhelming majority in medical schools is an intriguing social issue for Pakistan raising important questions related to evolving gender relations in Pakistani society. Previous research on the broader issue of under-representation of women in science has focused primarily on the structural barriers to women’s advancement. It does not account for the underlying subtle (and changing) gendered power relations that permeate everyday life and which can constrain (or enable) the choices of women. It also does not address how women are not simply constructed as subjects within intersecting power relations, but actively construct meaning in relation to them. It raises interesting questions about the cultural shaping of subjectivities, identities and agency of women within the web of power relations in a society such as Pakistan.
To analyze the underlying dynamics of this issue, this dissertation empirically examines the individual, institutional and social factors which enable or affect the career choices of Pakistani women doctors. Based on the ethnographic data obtained from in-depth, person centered, open ended interviews with sixty women doctors and their families, as well as policy makers and the stake holders in medical education and health administration in Lahore, Pakistan this dissertation seeks to address the complex issues of empowerment and agency in the context of Pakistani women, both in individual and collective sense.
Participation in medical education is ostensibly an empowering act, but dissecting the social relations in which this decision takes place reveals that becoming a doctor actually enmeshes women further in the disciplinary relations within their families and society. Similarly, the medical workplaces of Pakistan are marked by entrenched gendered hierarchies constraining women’s access to resources and their progression through medical career. Finally, the political implications of defining work in medicine, and devaluing care in capitalist economies is explored.
To analyze the underlying dynamics of this issue, this dissertation empirically examines the individual, institutional and social factors which enable or affect the career choices of Pakistani women doctors. Based on the ethnographic data obtained from in-depth, person centered, open ended interviews with sixty women doctors and their families, as well as policy makers and the stake holders in medical education and health administration in Lahore, Pakistan this dissertation seeks to address the complex issues of empowerment and agency in the context of Pakistani women, both in individual and collective sense.
Participation in medical education is ostensibly an empowering act, but dissecting the social relations in which this decision takes place reveals that becoming a doctor actually enmeshes women further in the disciplinary relations within their families and society. Similarly, the medical workplaces of Pakistan are marked by entrenched gendered hierarchies constraining women’s access to resources and their progression through medical career. Finally, the political implications of defining work in medicine, and devaluing care in capitalist economies is explored.
ContributorsMasood, Ayesha (Author) / Tsuda, Takeyuki (Thesis advisor) / Wutich, Amber (Committee member) / Gaughan, Monica (Committee member) / Arizona State University (Publisher)
Created2017
Description
Assesses different methodologies for recruiting women of color into science and technology industries.
ContributorsGonzales, Laura (Author) / Robinson, Joy, Ph.D. (Author) / Shivers-McNair, Ann, Ph.D. (Author) / San Diego, Clarissa (Author) / Women of Color in Computing Research Collaborative (Contributor)
Created2021 (year uncertain)