Finding Common Ground
Synthesizing Divergent Theoretical Views to Promote Women's STEM Pursuits
Datos Bibliográficos
| ID | 12908155 |
|---|---|
| Autores | Amanda B Diekman (0000-0002-6286-3974, Indiana University, autor de correspondencia), Emily Clark (0000-0001-7450-1316, Johns Hopkins University), Aimee L Belanger (University of Wisconsin–Platteville) |
| Año | 2018 |
| Volumen | 13 |
| Número | 1 |
| Páginas | 182-210 |
| Fecha de publicación | 2018-10-07 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Social Issues and Policy Review (JOURNAL) |
| Identificadores de la revista | ISSN: 1751-2395 • E-ISSN: 1751-2409 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/sipr.12052 |
| OpenAlex | W2898281999 |
| Idioma | EN |
| Citas recibidas | 10 |
| Referencias citadas | 101 |
Numerous theories seek to explain gender gaps in science, technology, engineering, and mathematics (STEM), and the literature on social and motivational factors implicated in women's STEM pursuits is burgeoning. We contend that a next‐generation strategy is needed to translate multiple and complex theories to practice: We focus on the overlap of multiple social psychological theories to propose common‐ground strategies to foster women's interest and participation in STEM. Building upon the foundational work of lone‐theory approaches is a next‐generation intervention approach that identifies where different theories have common ground—that is, where a particular intervention strategy might capitalize on multiple psychological mechanisms to yield benefit. We focus in particular on theories relevant to two incongruities that contribute to the gender gap in STEM: the incongruity between women and STEM (discussed in theories about stereotyping/discrimination, social identity, and stereotype threat), and the incongruity between STEM and student values (discussed in theories about expectancy‐value, goal congruity, and work‐family conflict). Three core strategies encompass multiple mechanisms described from these scientific frameworks, and these form the basis for intervention tactics: (1) Challenge stereotypes; (2) Align STEM activities with students’ values; (3) Cultivate growth mindsets related to STEM ability. We outline opportunities for structural change within educational and occupational settings that can enhance and sustain interest
Common ground · Expectancy theory · Identity (music · Intervention (counseling · Stereotype (UML · Stereotype threat · Career Development and Diversity · Education, Achievement, and Giftedness · Environmental Education and Sustainability · Psychology · Social Psychology
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| Obras citantes distintas | 10 |
|---|---|
| Citas por año | 1,43 |
| Intervalo de citas | 2019 - 2025 (7) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 10 |