| dc.identifier.uri | http://hdl.handle.net/11401/78168 | |
| 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.type | Dissertation | |
| dcterms.abstract | Throughout the United States, much attention has been paid to increasing the representation and career success of women in Science, Technology, Engineering and Mathematics (STEM) fields. However, the gender gap within the STEM disciplines remains today to be a major challenge for the education sector with direct implications for perpetuating a highly segregated STEM labor market. Past research in psychology and education point to several psychosocial barriers that women face in the pursuit of a STEM degree. Several of these studies have shown that external factors, such as perceived threats in the environment, negatively affect interest and persistence for women in STEM. The current study advances the literature on psychosocial barriers to STEM engagement by demonstrating the link between students’ perceptions of the academic environment valuing genius (a concept previously shown to create competence threats among students) and several psychosocial constructs that have been shown to be critical to STEM engagement, ultimately undermining students’ optimism towards majoring in STEM in the future. In a longitudinal study of 279 entering undergraduate students who indicated an interest in pursuing a STEM major, students’ perceptions of institutional messages that value genius and natural ability rather than effort indirectly predicts low optimism towards a future STEM major among women (but not among men). This effect is mediated by academic efficacy (i.e., confidence in STEM academic skills), social connectedness (i.e., sense of belonging at the institution) and identity compatibility with STEM. This study advances the literature on STEM engagement by demonstrating that perceptions of environmental messages that value genius may be a key factor in setting STEM disengagement in motion, particularly for women who are historically underrepresented in STEM domains. In light of the national imperative to increase women’s representation in the STEM workforce at the highest levels, the impact of this work on institutional and national policies and programmatic interventions will be discussed. | |
| dcterms.available | 2018-03-22T22:39:12Z | |
| dcterms.contributor | London, Bonita. | en_US |
| dcterms.contributor | Ferguson, David | en_US |
| dcterms.contributor | Levy, Sheri | en_US |
| dcterms.contributor | Sheppard, Keith. | en_US |
| dcterms.creator | Maung-Gaona, Nina | |
| dcterms.dateAccepted | 2018-03-22T22:39:12Z | |
| dcterms.dateSubmitted | 2018-03-22T22:39:12Z | |
| dcterms.description | Department of Technology, Policy, and Innovation. | en_US |
| dcterms.extent | 70 pg. | en_US |
| dcterms.format | Application/PDF | en_US |
| dcterms.format | Monograph | |
| dcterms.identifier | http://hdl.handle.net/11401/78168 | |
| dcterms.issued | 2017-08-01 | |
| dcterms.language | en_US | |
| dcterms.provenance | Made available in DSpace on 2018-03-22T22:39:12Z (GMT). No. of bitstreams: 1
MaungGaona_grad.sunysb_0771E_13350.pdf: 973400 bytes, checksum: 7b5a8b4cd34d0e87144b6b63e64f5998 (MD5)
Previous issue date: 2017-08-01 | en |
| dcterms.subject | belonging | |
| dcterms.subject | Psychology | |
| dcterms.subject | environment | |
| dcterms.subject | gender | |
| dcterms.subject | identity | |
| dcterms.subject | self-efficacy | |
| dcterms.subject | STEM | |
| dcterms.title | Perceptions of Competence Beliefs in the Academic Environment and its Impact on STEM Optimism Among Female First Year College Students | |
| dcterms.type | Dissertation | |
