Una Tellhed
Datos Biográficos
| ID | 6028236 |
|---|---|
| NOMBRE | Una Tellhed |
| NOMBRES | Una |
| APELLIDO | Tellhed |
| FIRMA | TELLHED U |
| AFILIACIONES | Lund University |
| ORCID | 0000-0002-7283-6021 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 26 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 2 |
Tech-Savvy Men and Caring Women
The labor market is strongly gender segregated with few women working in the tech sector (e.g., IT) and few men working in the care sector (e.g., nursing). We tested the hypothesis that middle school students strongly associate technology with men and caregiving with women in a Swedish context (i.e., a country that scores high in gender equality indices), and that these gender stereotypes for tech relate to girls’ lower interest in tech-focused e…
Sure I can code (but do I want to?). Why boys' and girls’ programming beliefs differ and the effects of mandatory programming education
In our increasingly digitalized society, it is important to have a grasp of basic programming and therefore, programming was recently made mandatory in Swedish schools. We investigated how the mandatory programming education affects self-efficacy and interest in programming in a sample of 12-year-old children (N = 373). Data was collected at the start of the school year, directly after the education (mainly consisting of block programming), and t…
Boosting prosocial career aspirations
Wanting to help others and benefit society in one's future career are examples of communal career goals. Raising these goals in youth should increase interest in HEED‐occupations (Healthcare, Early Education, Domestic, and the Domestic fields) which are strongly gender‐skewed and face labor shortage. Research has yet to find ways to increase communal career goals. In this study, we test the novel hypothesis that after listening to a brief loving‐…
Communicating Gender-Equality Progress, Reduces Social Identity Threats for Women Considering a Research Career
Since the majority of top-level researchers are men, how does this vertical gender-segregation affect students’ perceptions of a research career? In the current study, an experimental manipulation either reminded students of academia’s current dominance of men or of its improving gender-balance. The results showed that women primed with the dominance of men anticipated much higher social identity threats (e.g., fear of discrimination) in a future…
Competence and confusion
Women tend to have competence doubts for masculine‐stereotyped domains (e.g., math), whereas men tend to think they can handle both feminine‐stereotyped and masculine‐stereotyped domains equally well. We suggest that perhaps women's more frequent experience with stereotype threat can partly explain why. Our results showed that when stereotype threat was primed in high school students ( n = 244), there was no relationship between their performance…
Will I Fit in and Do Well? The Importance of Social Belongingness and Self-Efficacy for Explaining Gender Differences in Interest in STEM and Heed Majors
Throughout the world, the labor market is clearly gender segregated. More research is needed to explain women's lower interest in STEM (Science, Technology, Engineering and Mathematics) majors and particularly to explain men's lower interest in HEED (Health care, Elementary Education, and the Domestic spheres) majors. We tested self-efficacy (competence beliefs) and social belongingness expectations (fitting in socially) as mediators of gender di…
Will I Fit in and Do Well? The Importance of Social Belongingness and Self-Efficacy for Explaining Gender Differences in Interest in STEM and Heed Majors
Throughout the world, the labor market is clearly gender segregated. More research is needed to explain women's lower interest in STEM (Science, Technology, Engineering and Mathematics) majors and particularly to explain men's lower interest in HEED (Health care, Elementary Education, and the Domestic spheres) majors. We tested self-efficacy (competence beliefs) and social belongingness expectations (fitting in socially) as mediators of gender di…
Tech-Savvy Men and Caring Women
The labor market is strongly gender segregated with few women working in the tech sector (e.g., IT) and few men working in the care sector (e.g., nursing). We tested the hypothesis that middle school students strongly associate technology with men and caregiving with women in a Swedish context (i.e., a country that scores high in gender equality indices), and that these gender stereotypes for tech relate to girls’ lower interest in tech-focused e…
Will I Fit in and Do Well? The Importance of Social Belongingness and Self-Efficacy for Explaining Gender Differences in Interest in STEM and Heed Majors
Throughout the world, the labor market is clearly gender segregated. More research is needed to explain women's lower interest in STEM (Science, Technology, Engineering and Mathematics) majors and particularly to explain men's lower interest in HEED (Health care, Elementary Education, and the Domestic spheres) majors. We tested self-efficacy (competence beliefs) and social belongingness expectations (fitting in socially) as mediators of gender di…
Communicating Gender-Equality Progress, Reduces Social Identity Threats for Women Considering a Research Career
Since the majority of top-level researchers are men, how does this vertical gender-segregation affect students’ perceptions of a research career? In the current study, an experimental manipulation either reminded students of academia’s current dominance of men or of its improving gender-balance. The results showed that women primed with the dominance of men anticipated much higher social identity threats (e.g., fear of discrimination) in a future…
Competence and confusion
Women tend to have competence doubts for masculine‐stereotyped domains (e.g., math), whereas men tend to think they can handle both feminine‐stereotyped and masculine‐stereotyped domains equally well. We suggest that perhaps women's more frequent experience with stereotype threat can partly explain why. Our results showed that when stereotype threat was primed in high school students ( n = 244), there was no relationship between their performance…
Sure I can code (but do I want to?). Why boys' and girls’ programming beliefs differ and the effects of mandatory programming education
In our increasingly digitalized society, it is important to have a grasp of basic programming and therefore, programming was recently made mandatory in Swedish schools. We investigated how the mandatory programming education affects self-efficacy and interest in programming in a sample of 12-year-old children (N = 373). Data was collected at the start of the school year, directly after the education (mainly consisting of block programming), and t…
Boosting prosocial career aspirations
Wanting to help others and benefit society in one's future career are examples of communal career goals. Raising these goals in youth should increase interest in HEED‐occupations (Healthcare, Early Education, Domestic, and the Domestic fields) which are strongly gender‐skewed and face labor shortage. Research has yet to find ways to increase communal career goals. In this study, we test the novel hypothesis that after listening to a brief loving‐…
Tech-Savvy Men and Caring Women
The labor market is strongly gender segregated with few women working in the tech sector (e.g., IT) and few men working in the care sector (e.g., nursing). We tested the hypothesis that middle school students strongly associate technology with men and caregiving with women in a Swedish context (i.e., a country that scores high in gender equality indices), and that these gender stereotypes for tech relate to girls’ lower interest in tech-focused e…
Psychology (6 obras) · Social Psychology (6 obras) · Social and Intergroup Psychology (4 obras) · Career Development and Diversity (3 obras) · Developmental psychology (3 obras) · Social Psychology (3 obras) · Competence (human resources (2 obras) · Gender and Technology in Education (2 obras) · Gender Diversity and Inequality (2 obras) · Active listening (1 obras)