Melissa A Fuesting
Biographic Data
| ID | 4230634 |
|---|---|
| NAME | Melissa A Fuesting |
| GIVEN NAMES | Melissa A |
| FAMILY NAME | Fuesting |
| SIGNATURE | FUESTING M A |
| AFFILIATIONS | Miami University |
| ORCID | 0000-0002-9356-6868 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
To Pursue or Not to Pursue STEM? Faculty Behavior Enhances Student Involvement in STEM Roles by Signaling Role-Specific Support
Four studies examine the faculty–student relationship as a mechanism through which students ascertain their place in science, technology, engineering, and mathematics (STEM) fields. Studies 1 and 2 use experimental methods to demonstrate STEM faculty who behave communally, relative to independently, increase undergraduates’ belonging and interest in STEM roles through anticipation of greater role-specific support (i.e., support that emphasizes gu…
Putting Belonging in Context
A sense of belonging in a particular context is cued not only by the people in the role but by the affordances of the role—that is, the opportunities for goal pursuit. We investigate this role-based belonging in four studies documenting that the perceived affordances of social roles inform sense of belonging and convey known benefits of belonging. Perceiving more communal opportunities in naturalistic science, technology, engineering, and mathema…
Growing STEM
As students explore science and engineering fields, they receive messages about what competencies are required in a particular field, as well as whether they can reach their goals by entering the field. Faculty members convey information both about whether students might have the ability to succeed in a particular field and also whether students might want to succeed in a particular field-is this career one that serves the values or goals of the …
From classroom to career
Growing STEM
As students explore science and engineering fields, they receive messages about what competencies are required in a particular field, as well as whether they can reach their goals by entering the field. Faculty members convey information both about whether students might have the ability to succeed in a particular field and also whether students might want to succeed in a particular field-is this career one that serves the values or goals of the …
From classroom to career
From classroom to career
Growing STEM
As students explore science and engineering fields, they receive messages about what competencies are required in a particular field, as well as whether they can reach their goals by entering the field. Faculty members convey information both about whether students might have the ability to succeed in a particular field and also whether students might want to succeed in a particular field-is this career one that serves the values or goals of the …
Putting Belonging in Context
A sense of belonging in a particular context is cued not only by the people in the role but by the affordances of the role—that is, the opportunities for goal pursuit. We investigate this role-based belonging in four studies documenting that the perceived affordances of social roles inform sense of belonging and convey known benefits of belonging. Perceiving more communal opportunities in naturalistic science, technology, engineering, and mathema…
To Pursue or Not to Pursue STEM? Faculty Behavior Enhances Student Involvement in STEM Roles by Signaling Role-Specific Support
Four studies examine the faculty–student relationship as a mechanism through which students ascertain their place in science, technology, engineering, and mathematics (STEM) fields. Studies 1 and 2 use experimental methods to demonstrate STEM faculty who behave communally, relative to independently, increase undergraduates’ belonging and interest in STEM roles through anticipation of greater role-specific support (i.e., support that emphasizes gu…
Psychology (4 works) · Social Psychology (4 works) · Affordance (3 works) · Career Development and Diversity (3 works) · Cognitive psychology (3 works) · Social and Intergroup Psychology (3 works) · Pedagogy (2 works) · Biology (1 work) · Citizen science (1 work) · Climate Change Communication and Perception (1 work)