| dc.identifier.uri | http://hdl.handle.net/11401/76800 | |
| dc.description.sponsorship | This work is sponsored by the Stony Brook University Graduate School in compliance with the requirements for completion of degree. | en_US |
| dc.format | Monograph | |
| dc.format.medium | Electronic Resource | en_US |
| dc.language.iso | en_US | |
| dc.publisher | The Graduate School, Stony Brook University: Stony Brook, NY. | |
| dc.type | Dissertation | |
| dcterms.abstract | STEM women who perceive their gender and STEM identities as compatible have better academic performance and STEM sense of belonging than women lower in perceived identity compatibility (PIC). In a series of three studies, I addressed the limitations of the current literature on PIC and systematically tested the effects of PIC at advancing stages of education. First, I examined how individuals come to vary in their levels of identity compatibility prior to college. Study 1 examined whether theoretically-relevant experiences prior to college predict PIC among first year college undergraduates. Utilizing a new, less overt measure of identity compatibility, results suggested that high-school experiences with threat and bias negatively relate to girls' identity compatibility, while having adult STEM support and peers who model STEM interests positively relate to identity compatibility. In Study 2, building on the exclusively non-experimental work on PIC, I experimentally manipulated identity compatibility in order to examine its effect on STEM engagement outcomes. Although the manipulation failed to affect PIC, other findings indicated that describing a STEM job as more communal may cause men to perceive female job candidates as more hirable. Finally, although PIC has been established as an important factor for undergraduate STEM women, it is unknown whether identity compatibility would be necessary for women beginning graduate school in a STEM field, women who are presumably both successful and interested in STEM. Results suggested that PIC is indeed important for STEM women at the graduate level and may even buffer them from negative, stereotype-relevant experiences. Together, the present studies strengthen the promising but still fledgling work on PIC and may serve to promote the engagement, success, and retention of women in STEM fields at multiple stages in career development. | |
| dcterms.available | 2017-09-20T16:51:12Z | |
| dcterms.contributor | Levy, Sheri | en_US |
| dcterms.contributor | London, Bonita | en_US |
| dcterms.contributor | Rajaram, Suparna | en_US |
| dcterms.contributor | Scarlatos, Lori. | en_US |
| dcterms.creator | Ahlqvist, Sheana | |
| dcterms.dateAccepted | 2017-09-20T16:51:12Z | |
| dcterms.dateSubmitted | 2017-09-20T16:51:12Z | |
| dcterms.description | Department of Social/Health Psychology. | en_US |
| dcterms.extent | 214 pg. | en_US |
| dcterms.format | Application/PDF | en_US |
| dcterms.format | Monograph | |
| dcterms.identifier | http://hdl.handle.net/11401/76800 | |
| dcterms.issued | 2015-08-01 | |
| dcterms.language | en_US | |
| dcterms.provenance | Made available in DSpace on 2017-09-20T16:51:12Z (GMT). No. of bitstreams: 1
Ahlqvist_grad.sunysb_0771E_11729.pdf: 1420777 bytes, checksum: aea6d6f141e7884ecac8daa19a4059f7 (MD5)
Previous issue date: 2014 | en |
| dcterms.publisher | The Graduate School, Stony Brook University: Stony Brook, NY. | |
| dcterms.subject | Social psychology | |
| dcterms.title | Reducing the Gender Gap in Science, Technology, Engineering, and Math Fields: Developmental and Experimental Extensions of the Perceived Identity Compatibility Model | |
| dcterms.type | Dissertation | |
