Effect of women science career role models on early adolescents' attitudes toward scientists and women in science

1986 ◽  
Vol 23 (8) ◽  
pp. 667-676 ◽  
Author(s):  
Walter S. Smith ◽  
Thomas Owen Erb
Keyword(s):  
Role Models ◽  
Early Adolescents ◽  
Women In Science ◽  
Science Career

scholarly journals Catch 22 — improving visibility of women in science and engineering for both recruitment and retention

2019 ◽  
Vol 18 (04) ◽  
pp. C05
Author(s):  
Laura Fogg-Rogers ◽  
Laura Hobbs
Keyword(s):  
Self Efficacy ◽  
Role Models ◽  
Women In Science ◽  
Social Connections ◽  
Science And Engineering ◽  
Female Role ◽  
Representation Of Women ◽  
Scientists And Engineers ◽  
Catch 22 ◽  
Female Scientists

There is a significant under-representation of women in STEM which is damaging societal progress for democratic, utilitarian, and equity reasons. However, changing stereotypes in STEM requires a solution denied by the problem — more visible female role models. Science communicators are critical to curate the conditions to bypass this Catch 22. We propose that enhancing self-efficacy for female scientists and engineers to mentor others will generate more supportive workplaces. Similarly, enhancing self-efficacy for public engagement improves the visibility of diverse female role models for young girls. These social connections will ultimately improve the science capital of girls and other minorities in STEM.

scholarly journals Who Do You Want to Be Like? Factors Influencing Early Adolescents’ Selection of Accessible and Inaccessible Role Models

2019 ◽  
Vol 40 (7) ◽  
pp. 914-935
Author(s):  
Nora Strasser-Burke ◽  
Jennifer Symonds
Keyword(s):  
Identity Formation ◽  
Role Models ◽  
Early Adolescents ◽  
Educational Resilience ◽  
School Students ◽  
Behavioral Cues ◽  
Future Selves ◽  
Different Types ◽  
The Impact ◽  
Selection Of

This study investigates the impact of accessible and inaccessible role models on early adolescents’ conceptions of their identities. Accessible role models have regular direct interactions with adolescents, while inaccessible role models like celebrities do not. This investigation was based within the context of a broader educational intervention targeting educational resilience of school students by prompting them to interact with material drawn from outstanding Irish career role models. Data were collected by interviewing 15 students and analyzing the transcripts thematically. Results revealed that adolescents mostly selected role models perceived as emotionally available, relatable, and successful, within proximal contexts. These accessible role models gave adolescents behavioral cues on overcoming difficulties and attaining success. Adolescents selected inaccessible role models to scaffold future selves, based on how the role models’ life stories connected personally to their lives. This signals how adolescents select and use different types of role models in their identity formation.

Role Models for Black Women in Science

1997 ◽  
pp. 136
Author(s):  
Susan A. Ambrose ◽  
Kristin L. Dunkle ◽  
Barbara B. Lazarus ◽  
Indira Nair ◽  
Deborah A. Harkus
Keyword(s):  
Black Women ◽  
Role Models ◽  
Women In Science

“Squeezing the Life Out of Each Day”: Emerging Adult Women’s Work-Family Expectations in STEM

2021 ◽  
pp. 216769682199091
Author(s):  
Sarah E. Thoman ◽  
Amber K. Stephens ◽  
Rachael D. Robnett
Keyword(s):  
Family Conflict ◽  
Role Models ◽  
Work And Family ◽  
Women In Science ◽  
Women In Stem ◽  
Work Family Conflict ◽  
Academic Attitudes ◽  
Stem Retention ◽  
Work Family ◽  
Future Work

Work-family conflict can create challenges for women in science, technology, engineering, and math (STEM) careers. Little is known, however, about how young women in STEM reason about future work-family conflict. The current study examines work-family conflict expectations among undergraduate and graduate women in STEM. Participants ( N = 156) responded to open- and closed-ended survey questions about work-family conflict and academic attitudes. Qualitative analyses revealed two orientations relative to work-family conflict. Women with a challenge orientation anticipated work and family strain, whereas women with an opportunity orientation anticipated that balancing work and family would enhance their lives. Women differed in the strategies they planned to employ to resolve future work-family conflict and in their levels of quantitative constructs such as STEM identity. Findings suggest avenues for improving STEM retention such as mentoring interventions with exposure to role models who are balancing work and family.

scholarly journals Fixing the leaky pipeline: Tips to promote gender equity in Academic Medicine

2021 ◽  
Vol 6 (4) ◽  
pp. 1-6
Author(s):  
Dora J. Stadler ◽  
Halah Ibrahim ◽  
Joseph Cofrancesco Jr ◽  
Sophia Archuleta
Keyword(s):  
Professional Development ◽  
Gender Equity ◽  
Gender Bias ◽  
Academic Medicine ◽  
Role Models ◽  
Improve Patient Care ◽  
Women In Science ◽  
Global Perspective ◽  
Academic Rank ◽  
National University

Introduction: Gender equity in academic medicine is a global concern. Women physicians lag behind men in salary, research productivity, and reaching top academic rank and leadership positions. Methods: In this Global Perspective, we provide suggestions for overcoming gender bias, drawn from a multidisciplinary literature and personal experiences working as clinician educators in the international academic arena. These suggestions are not exhaustive but inform a tool kit for institutions and individuals to support the advancement of women in academic medicine. Results: Barriers include limited access to same gender role models and mentors, fewer networking opportunities, fewer nominations for awards and speakership opportunities, as well as implicit gender bias. Institutional interventions can address disparities along the career continuum focusing on scholarship, promotion and leadership opportunities. Women faculty can also seek out professional development programmes and mentorship to support their own advancement. Informal and formal networking opportunities, using a variety of platforms, including social media, can help build relationships to enhance career development and success, and provide social, emotional and professional support to women at all stages of their career. The National University Health System’s Women in Science and Healthcare project is an example of a successful group formed to empower women and foster personal and professional development. Conclusion: Successful incentives and policies need to consider local institutional and cultural contexts, as well as approaches to mitigate implicit bias. Achieving gender parity in academic medicine will promote a personally and professionally fulfilled global healthcare workforce to improve patient care and clinical outcomes worldwide.

Women and Science, Technology, Engineering, and Mathematics (STEM)

2017 ◽  
pp. 766-798
Author(s):  
Shulamit Kahn ◽  
Donna Ginther
Keyword(s):  
Role Models ◽  
Physical Science ◽  
Women In Science ◽  
Stem Fields ◽  
Engineering Economics ◽  
Science Technology ◽  
Women And Science ◽  
Underrepresentation Of Women ◽  
And Mathematics ◽  
Gendered Stereotypes

Researchers from economics, sociology, psychology, and other disciplines have studied the persistent underrepresentation of women in science, technology, engineering, and mathematics (STEM). This chapter summarizes this research. It argues that women’s underrepresentation is concentrated in the math-intensive science fields of geosciences, engineering, economics, math/computer science, and physical science. Its analysis concentrates on the environmental factors that influence ability, preferences, and the rewards for those choices. The chapter examines how gendered stereotypes, culture, role models, competition, risk aversion, and interests contribute to the gender STEM gap, starting in childhood, solidifying by middle school, and affecting women and men as they progress through school and higher education and into the labor market. The results are consistent with preferences and psychological explanations for the underrepresentation of women in math-intensive STEM fields.

SET Women and Careers

2010 ◽  
pp. 232-254 ◽  
Author(s):  
Susan Durbin
Keyword(s):  
Public Sector ◽  
Role Models ◽  
Support Networks ◽  
Women In Science ◽  
Work Orientation ◽  
Engineering And Technology ◽  
The Uk ◽  
Career Options ◽  
Female Scientists ◽  
Positive Work

Very few studies of senior female scientists have been conducted in the UK. This chapter explores the careers of 13 senior female scientists in a male-dominated, UK public sector organisation. These women operate within a context which reinforces, ‘think management, think male’ (Schein 2007). Despite this, they have followed traditional career paths of science qualifications and employment. Whilst many parallels can be drawn with other women in science, engineering and technology (SET) these women buck the trend in that they have achieved senior positions and unusually long lengths of service, post-childbirth, despite little or no help from mentors and support networks. Although these women’s experiences of gender relations were variable and they have limited strategic leadership career options, they have sustained a positive work orientation and a strong desire to reputation-build. Notwithstanding their failure so far to break through the glass ceiling, they hold the potential to be role models for others in SET.

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