NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1039393
Record Type: Journal
Publication Date: 2013-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1381-2890
Do Gender-Science Stereotypes Predict Science Identification and Science Career Aspirations among Undergraduate Science Majors?
Cundiff, Jessica L.; Vescio, Theresa K.; Loken, Eric; Lo, Lawrence
Social Psychology of Education: An International Journal, v16 n4 p541-554 Dec 2013
The present research examined whether gender-science stereotypes were associated with science identification and, in turn, science career aspirations among women and men undergraduate science majors. More than 1,700 students enrolled in introductory science courses completed measures of gender-science stereotypes (implicit associations and endorsement of male superiority in science), science identification, and science career aspirations. Results were consistent with theoretically based predictions. Among women, stronger gender-science stereotypes were associated with "weaker" science identification and, in turn, "weaker" science career aspirations. By contrast, among men stronger gender-science stereotypes were associated with "stronger" science identification and, in turn, "stronger" science career aspirations, particularly among men who were highly gender identified. These two sets of modest but significant findings can accumulate over large populations and across critical time points within a leaky pipeline to meaningfully contribute to gender disparities in STEM domains.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Identifiers: N/A
IES Grant or Contract Numbers: NSF-HRD #1036731