Gendered STEM career choices: Altruistic values, beliefs, and identity

Where and why do women lead? The importance of leadership for private profit versus purpose beyond profit

To examine how personal preferences and social norms can influence women's occupancy of organizational leadership roles, this research compared leadership roles that differ in their stakeholder focus on private profit (PP), producing gains for shareholders, or on purpose beyond profit (PBP), producing gains for the community and society. Consistent with the greater representation of women leaders in non-profit than for-profit sectors, the research showed that men preferred and were expected to prefer leader roles focussed on PP and women preferred and were expected to prefer leader roles focussed on PBP. These differing preferences and normative expectations reflected divergent life goals, whereby men favoured agentic goals and women favoured communal goals, with social norms reflecting this gender difference. This research thus showed how the communal and agentic life goals of women and men are linked to their personal role preferences and to normative expectations about leader role occupancy, thus fostering gender segregated leader roles.

Outfits Serve as Symbols for Overlapping Feminine and STEM Identity Goals

Women in science, technology, engineering, and mathematics (STEM) juggle between their feminine and professional identity goals. The present research views these struggles from the perspective of identity goal pursuits. Women in STEM may use different, sometimes even symbolic, ways to strive for the two identity goals, for example, by wearing outfits that reflect femininity, their profession, or both. In two studies, we tested to what extent these two goals overlap (are seen as similar) and whether the higher overlap between feminine and STEM professional identity goals is related to the preference for outfits that may serve two goals at the same time or only one of them. In Study 1 (N = 232), we found that willingness to wear an outfit serving both identity goals was positively related to the participant's identity goal overlap. Study 2 (N = 226) showed that overlap was related to the evaluation of the chosen outfits. Participants evaluating the chosen outfits as more multifinal reported higher overlap between the two identity goals.

Remodeling pedagogical evaluation tools to incorporate student self-efficacy and sense of belonging in scientific research

Curated undergraduate research experiences have been widely used at colleges and universities for decades to build student interest, technical preparation, and confidence in the pursuit of scientific careers. Educators often employ standardized survey instruments to evaluate learning outcomes for research experiences, but many of these assessments consider only technical skill development and career interests and are not rooted in discrete pedagogical theories. As higher education aims to create inclusive and equitable learning experiences for students, we argue that pedagogical assessment tools for undergraduate research experiences need to expand to consider outcomes such as increased science literacy, confidence in relational "soft" skills, and a sense of belonging to a community that values scientific inquiry. We report on and critique a survey instrument that uses validated metrics to evaluate student sense of belonging and the relational skills developed during an undergraduate research experience. We also provide a revised survey instrument that is founded in social and emotional learning principles and expectation disconfirmation theory. We describe best practices for remodeling the undergraduate research environment to prioritize these inclusive learning objectives alongside publishable research output that is sought by research advisors. Survey tools, like the one described here, are critical for helping colleges and universities train students in science while evolving to promote inclusivity, self-efficacy, and sense of belonging. Higher education programs will continue to produce scientists, but a focus on confidence-building and soft-skill development is essential for creating a general population that is scientifically literate and supportive and trusting of the scientific process.

Factors Affecting Sustainability-Related Career Expectations among Engineering Undergraduates in China: An Empirical Study Based on a Modified College Impact Model

The international engineering education community has reached a consensus regarding the need to enhance engineering students' awareness of and capability to provide sustainable services in their future careers. Based on a modified college impact model, this study analyzed the impacts of curricular emphasis, curricular instruction, and sustainability-related career self-efficacy on the sustainability-related career expectations of engineering students and investigated the moderating effects of gender on the relationships among the research variables. The results show that both curricular emphasis and curricular instruction have direct positive effects on the sustainability-related career expectations of engineering students; sustainability-related career self-efficacy plays a partial mediating role in this process; and gender significantly moderates the influence of curricular emphasis and curricular instruction on sustainability-related career expectations. The findings of this study provide empirical evidence that can be used by higher education institutions and engineering educators to enhance the belief of engineering students in their ability to solve sustainability-related issues in their future careers and promote the diversification of engineering education.

PhyLab - a virtual reality laboratory for experiments in physics: a pilot study on intervention effectiveness and gender differences

Introduction

New technologies have great potential to facilitate students' understanding and appreciation of one of the most abstract and challenging school subjects - physics. This study aimed to examine the effects of a game-based virtual reality teaching method on secondary school students' self-beliefs, interest, and performance in physics through a quasi-experimental design using pre- and post-test data. The evaluation is based on the systemic actiotope model that explains a person's goal-oriented actions by an interplay of their environment, action repertoire (i.e., students' performance and interest in physics), and subjective action space (i.e., students' self-efficacy, self-concept, and implicit theories regarding physics).

Method

A game-based virtual reality App to be used with Google cardboards was developed containing 10 teaching units from the secondary school physics class curriculum. Participants in the control group were taught using traditional teaching methods, while students in the experimental group went through the VR with the teacher and conducted the prepared VR experiments in addition to the traditionally presented content. Three tests measured students' physics performance during the semester. In addition, students answered questionnaires assessing their interest, self-efficacy, self-concept, and entity implicit theories regarding physics before and after the intervention, resulting in a Pretest-Posttest Control Group Design.

Results

There were no significant differences between the control and experimental group in test scores on the first and second tests but compared to the control group, the experimental group achieved higher scores on the third test. In addition, the results indicate differential effects of the game-based virtual reality teaching method on students' interest and self-efficacy regarding physics to the advantage of students identifying as male, but no effects on students' self-concept, and entity implicit theories regarding physics.

Discussion

The results of our pilot study suggest that incorporating innovative didactic methods into secondary school physics classes could potentially contribute to higher performance in and motivation for physics during this crucial period of adolescence when students develop educational and career aspirations. However, game-based virtual reality teaching methods seem to favor students identifying as male, which should be considered in their development and presentation. Other practical implications for practitioners and researchers are discussed.

The Effect of Just-World Beliefs on Cyberaggression: A Moderated Mediation Model

(1) Background: To examine the relationship among just-world beliefs, self-control, and cyberaggression among college students. (2) Methods: A total of 1133 college students were surveyed using the just-world belief scale, self-control scale, and cyberaggression scale. (3) Results: The results showed that college students with low levels of belief in justice frequently showed cyberaggression; belief in a just world directly and negatively predicted cyberaggression, and indirectly predicted student cyberaggression through self-control; gender moderated the indirect effect of self-control on cyberaggression and the direct effect of belief in a just world on cyberaggression. (4) Conclusions: Belief in a just world significantly and negatively predicts cyberaggression; self-control has an indirect significant effect on cyberaggression; the direct effect of belief in a just world on cyberaggression and the mediating effect of self-control on this association are moderated by gender.

Altruism or self-interest in tomorrow's veterinarians? A metric conjoint experiment and cluster analysis

Introduction

Altruism is considered a trait of veterinary and other health professionals, but the level of altruism in the veterinary profession is unknown. We designed a metric conjoint experiment to reveal other-orientation (an individual's caring concern for the wellbeing of others) and self-interest. We draw on the 'Theory of Other-Orientation', which states that individuals' decision-making heuristics can be impacted by their other-orientation independent of their self-interest. In patient-focused contexts, highly other-oriented or altruistic (veterinary) professionals may care too much for others and suffer immediate or cumulative financial and personal costs of such caring. At the same time, other-orientation can enhance job-related attitudes and outcomes, such as job satisfaction.

Methods

In a metric conjoint experiment, Australian final-year veterinary, science, nursing, entrepreneurship, and engineering students rated eight job scenarios with orthogonally arranged high and low levels of three job characteristics (n = 586) to provide observed measures of other-orientation and self-interest.

Results

A two-way MANOVA showed other-orientation or self-interest differed per discipline, but not gender. Veterinary (and engineering) respondents were less other-oriented than nursing respondents. Veterinary (and entrepreneurship) respondents were more self-interested than nursing respondents. K-Means cluster analysis confirmed four distinct profile groupings-altruistic/self-sacrificing, 'both other-self', self-interested and selfish-aligning with the discourse in the literature. Human nursing respondents stood out for the most members (50%) in the 'both other-self' profile compared to veterinary respondents (28%). Respondents of one of three veterinary schools stood out for the most members (19%) in the altruistic/self-sacrificing group.

Discussion

Our metric conjoint experiment illustrates an alternative to 'self-report' items with Likert-scaled responses. Our finding of the 'both other-self' group adds to the literature, which considers that other-orientation and self-interest are separate constructs that are difficult to co-exist in individuals. This mix of traits is deemed helpful by organizational psychology scholars, for sustainability and wellbeing, especially for healthcare professionals involved in high-frequency and intense, patient-focused interactions. Our findings highlight the need for more research on the potential role of other-orientation and self-interest in veterinary school admissions processes, the hidden or taught curricula, job-related attitudes and beliefs, and wellbeing and professional sustainability in the veterinary sector.

Business Intentions of Australian Veterinary Students—My Business or Yours? A Cluster Analysis

Little is known about veterinary entrepreneurial predisposition. Yet entrepreneurship and intrapreneurship (entrepreneurial behaviour of employees) foster business innovation and growth and support wealth creation and employment in both privately and corporately owned businesses which deliver contemporary veterinary services. We used responses from 515 final-year students in Australian entrepreneurship, nursing, and veterinary programs to capture entrepreneurial intention (EI), outcome expectations (OE-sb), entrepreneurial self-efficacy (ESE), and corporate/large organisation work intentions (CWIs). Veterinary respondents stood out for their high EI and high OE-sb, but low financial ESE and low CWI. Proportions of veterinary, entrepreneurship, and nursing respondents differed markedly across distinct cluster profiles representing entrepreneurial, intrapreneurial, both entrepreneurial and intrapreneurial, indifferent, and corporate employment intentions and attributes. Post hoc analysis revealed proportional cluster membership differences for respondents from different veterinary schools. Our findings raise questions regarding (1) the effectiveness of veterinary business curricula competencies which focus on expense management and (2) the implications of the mismatch of motivations and goals of new veterinary sector entrants whose low intent to work in a corporate environment is at odds with increasing corporate ownership of veterinary practices. To inform curricular change, we recommend further research to evaluate the relative impact of individual factors, admissions factors, and the formal or hidden curricula on entrepreneurial intention in veterinary final-year students.

Virtual Expeditions Facilitated by Open Source Solutions Broaden Student Participation in Natural History Research

From its genesis in the Victorian era as an activity for the elite to today's emphasis on "Big Data" and continuous monitoring, natural history has a prominent role in scientific discoveries for many fields. However, participation in field expeditions is limited by funding, space, accessibility, and safety constraints. Others have detailed the active exclusion of minoritized groups from field expeditions and harm/discrimination faced by the few who do participate, but we provide one solution to broaden opportunities for participation in natural history: Virtual Expeditions. Virtual Expeditions are broadly defined as open source, web-facilitated research activities designed to analyze bulk-collected digital data from field expeditions that require visual human interpretation. We show two examples here of their use: an independent research-based analysis of snake behavior and a course-based identification of invertebrate species. We present a guide to their appropriate design, facilitation, and evaluation to result in research grade data. We highlight the importance of open source technology to allow for longevity in methodology and appropriate quality control measures necessary for projects that include dozens of researchers over multiple years. In this perspective, we specifically emphasize the prominent role that open source technology plays in making these experiences feasible and scalable. Even without explicit design as broadening participation endeavors, Virtual Expeditions allow for more inclusive participation of early career researchers with specific participatory limitations. Not only are Virtual Expeditions integral to the large-scale analysis necessary for field expeditions that generate impossibly enormous datasets, but they can also be effective facilitators of inclusivity in natural history research.

Fascinating or dull? Female students’ attitudes towards STEM subjects and careers

Internationally, the need to advance science, technology, engineering and mathematics (STEM) education is recognized as being vital for meeting social and economic challenges and developing a scientifically, mathematically, and technologically literate citizenry. In many countries, however, there are gender differences in the participation and achievement of girls and women in STEM education and STEM careers, usually to the disadvantage of females. This paper aims to identify challenges to female students’ participation in STEM both at post-primary (secondary school) level and beyond in the Irish context. The research questions we aim to address in this paper are: (1) what are student attitudes towards science, technology, engineering and mathematics as measured through interest and perceived ability in STEM, students’ valuing of STEM and students’ commitment to STEM? and (2) what gender differences occur regarding students’ attitudes to science, technology, engineering and mathematics? A survey was completed by 308 post-primary students in Ireland as part of a one-year research project titled “STEMChAT: Women as catalysts for change in STEM education.” Data analysis compiled descriptive statistics, including response frequencies and percentages and median and interquartile range values, and compared gender differences in survey responses using the Kruskal–Wallis H Test. Results indicated that female students had significantly more positive attitudes to science compared to males while in comparison, males had significantly more positive responses to mathematics compared to females. Challenges regarding access to and understanding of STEM in the context of post-primary education are discussed.

Gender Typicality and Prestige of Occupational Aspirations in Adolescents: The Relevance of Agency and Communion

Occupational gender segregation is still a persistent problem in the labor market. This study investigates gender differences in gender typicality and prestige of occupational aspirations in early adolescence, as well as the role of agency and communion in these differences. In total, 2779 adolescents (age 11–15) reported their occupational aspirations, later coded for gender typicality and prestige. Participants also described themselves spontaneously with three attributes, then coded in terms of agency and communion. The results showed significant gender differences in a stereotypical direction for 40% of the occupations named, with boys expressing a clear preference for male-dominated and girls for female-dominated occupations. Conversely, the results revealed higher aspirations among girls regarding occupational prestige. Communion was found to be a significant mediator between gender and aspirations to typically feminine occupations, while agency mediated the relationship between gender and the prestige of aspirations. The findings’ implications for theory and practice are discussed.

Middle School, Middle-Skills: 8th Grader’s Interest in Middle-Skill Occupations

There is a workforce shortage in middle-skill occupations requiring some educational training but not a 4-year college degree, such as skilled trades (e.g., construction), transportation (e.g., drivers), and manufacturing. Identifying factors that promote adolescent interest in middle-skill occupations is crucial in combating this shortage. This study examined whether variables contributing to adolescent interest in STEM occupations, such as gender, occupation goal affordances, and occupational knowledge, extend to middle-skill occupations. Results from hierarchical linear models revealed that adolescents ( N = 502) were interested in middle-skill occupations for which they felt knowledgeable and perceived to afford agentic and communal goals. The effect of perceived knowledge on interest in construction and manufacturing occupations was stronger for boys than girls. Efforts to increase interest in middle-skill occupations should address the gender gap in perceived knowledge and highlight how these occupations fulfill agentic and communal goals.

Gender Differences and Roles of Two Science Self-Efficacy Beliefs in Predicting Post-College Outcomes

The end of college is a key transition point when students prepare for the workforce or graduate school, and when competence beliefs that have been shaped throughout college play a particularly important role in decision-making processes. This study examined the roles of two competence beliefs, self-efficacy for scientific tasks and science academic self-efficacy, during the final year of college. A structural equation model was used to examine science research self-efficacy and science academic self-efficacy as predictors of post-graduation science career intentions and life satisfaction; prior achievement was also included as a predictor of competence beliefs and post-graduation outcomes. Findings indicated that both types of self-efficacy predicted career intentions and life satisfaction. To better understand the processes that contribute to gender gaps in certain science careers, gender differences in mean levels of self-efficacy and in the structural relations among the variables of interest were examined using multi-group analyses. Females reported lower academic self-efficacy, despite having similar levels of prior achievement and outcomes; structural relations also appeared to vary by gender. Results extend theoretical understanding of the roles of two distinct forms of self-efficacy and the potential mechanisms explaining gender gaps in science fields.

The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs

Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal STEM learning program, math and science efficacy and interest in a sample of 268 adolescents (M_age = 15.25; 66.8% girls; 42.5% White British or European American, 25.7% South Asian British or Asian American, 15.7% Afro-Caribbean Black British or African American 5.6% Bi-racial, and 3.0% other). Adolescents were recruited from six different informal learning sites (e.g., science museums, zoos, or aquariums) in the United States (n = 147) and the United Kingdom (n = 121). The results revealed positive relations between social competencies and belonging, and between belonging and math and science efficacy and interest. Further, the results also indicated a positive indirect effect of social competencies on efficacy and interest, via belonging. These findings have implications for guiding informal STEM programming in ways that can enhance STEM motivation and interest.

Early career values and individual factors of objective career success

Purpose

The purpose of this paper is to investigate the early career values and individual factors of objective career success among graduates from a top-tier French business school.

Design/methodology/approach

The authors conducted a quantitative analysis of 629 graduates classified in three job markets according to income: the traditional business market, the alternative market and the high-potential business market. The graduation dates span a period of 12 years before the 2008 Recession.

Findings

The findings suggest that membership of each job market is associated with distinct early career values (when choosing/leaving the first job). Moreover, the authors confirm that the presence of a mentor, international experience, job-hopping and gender, all affect objective career success.

Practical implications

The paper discusses implications for business career development and higher business education.

Originality/value

The originality of this study lies in the identification of the individual factors of objective career success among French business graduates and the links between objective career success and early career values.