scholarly journals Predictors of science, technology, engineering, and mathematics choice options: A meta-analytic path analysis of the social–cognitive choice model by gender and race/ethnicity.

2018 ◽  
Vol 65 (1) ◽  
pp. 17-35 ◽  
Author(s):  
Robert W. Lent ◽  
Hung-Bin Sheu ◽  
Matthew J. Miller ◽  
Megan E. Cusick ◽  
Lee T. Penn ◽  
...  
Keyword(s):  
Path Analysis ◽  
Social Cognitive ◽  
Choice Model ◽  
Gender And Race ◽  
Science Technology ◽  
The Social ◽  
Cognitive Choice ◽  
Race Ethnicity ◽  
And Mathematics

Meta-analytic path analysis of the social cognitive well-being model: Applicability across life domain, gender, race/ethnicity, and nationality.

2020 ◽  
Vol 67 (6) ◽  
pp. 680-696
Author(s):  
Hung-Bin Sheu ◽  
Robert W. Lent ◽  
Angela M. Lui ◽  
Xiao Ting Wang ◽  
Laura Phrasavath ◽  
...  
Keyword(s):  
Path Analysis ◽  
Social Cognitive ◽  
Well Being ◽  
Life Domain ◽  
The Social ◽  
Race Ethnicity

Social cognitive predictors of adjustment to engineering majors across gender and race/ethnicity

2013 ◽  
Vol 83 (1) ◽  
pp. 22-30 ◽  
Author(s):  
Robert W. Lent ◽  
Matthew J. Miller ◽  
Paige E. Smith ◽  
Bevlee A. Watford ◽  
Robert H. Lim ◽  
...  
Keyword(s):  
Social Cognitive ◽  
Engineering Majors ◽  
Gender And Race ◽  
Cognitive Predictors ◽  
Race Ethnicity

Social cognitive model of adjustment to engineering majors: Longitudinal test across gender and race/ethnicity

2015 ◽  
Vol 86 ◽  
pp. 77-85 ◽  
Author(s):  
Robert W. Lent ◽  
Matthew J. Miller ◽  
Paige E. Smith ◽  
Bevlee A. Watford ◽  
Kayi Hui ◽  
...  
Keyword(s):  
Social Cognitive ◽  
Cognitive Model ◽  
Engineering Majors ◽  
Gender And Race ◽  
Social Cognitive Model ◽  
Race Ethnicity

Social Cognitive Choice Model: Comparison of Two Meta-Analytic Approaches

2006 ◽  
Author(s):  
Hung-Bin Sheu ◽  
Matthew J. Miller ◽  
Robert W. Lent ◽  
Steven D. Brown ◽  
Kelly Hennessy ◽  
...  
Keyword(s):  
Model Comparison ◽  
Social Cognitive ◽  
Choice Model ◽  
Cognitive Choice

scholarly journals Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Jessica R. Gladstone ◽  
Andrei Cimpian
Keyword(s):  
Systematic Review ◽  
Student Motivation ◽  
Role Models ◽  
Perceived Competence ◽  
Perceived Similarity ◽  
Review Of The Literature ◽  
Science Technology ◽  
Race Ethnicity ◽  
Key Features ◽  
And Mathematics

AbstractIs exposing students to role models an effective tool for diversifying science, technology, engineering, and mathematics (STEM)? So far, the evidence for this claim is mixed. Here, we set out to identify systematic sources of variability in STEM role models’ effects on student motivation: If we determine which role models are effective for which students, we will be in a better position to maximize role models’ impact as a tool for diversifying STEM. A systematic narrative review of the literature (55 articles) investigated the effects of role models on students’ STEM motivation as a function of several key features of the role models (their perceived competence, their perceived similarity to students, and the perceived attainability of their success) and the students (their gender, race/ethnicity, age, and identification with STEM). We conclude with four concrete recommendations for ensuring that STEM role models are motivating for students of all backgrounds and demographics—an important step toward diversifying STEM.

scholarly journals Social cognitive predictors of academic persistence and performance in engineering: Applicability across gender and race/ethnicity

2016 ◽  
Vol 94 ◽  
pp. 79-88 ◽  
Author(s):  
Robert W. Lent ◽  
Matthew J. Miller ◽  
Paige E. Smith ◽  
Bevlee A. Watford ◽  
Robert H. Lim ◽  
...  
Keyword(s):  
Social Cognitive ◽  
Academic Persistence ◽  
Gender And Race ◽  
Cognitive Predictors ◽  
Race Ethnicity ◽  
And Performance

scholarly journals The Paths Between Gender, Barriers, Social Support, Coping Efficacy, and Educational Goals

2016 ◽  
Vol 26 (1) ◽  
pp. 68-76 ◽  
Author(s):  
Isabelle Fort ◽  
Anca Murariu
Keyword(s):  
Social Support ◽  
Career Choice ◽  
Choice Model ◽  
Educational Goals ◽  
Coping Efficacy ◽  
Hypothetical Model ◽  
Gender Barriers ◽  
Science Technology ◽  
And Mathematics ◽  
Practical Implications

The twofold aim of this study was first to extend results on the career choice model previously obtained with students in science, technology, engineering, and mathematics and to gauge the relevance of including self-efficacy for coping with barriers in this model. The second aim was to examine whether examined paths varied according to gender. We investigated the paths between social support, barriers, barrier-coping efficacy, and goals in a sample of 215 students drawn from disciplines where men are underrepresented. In line with the hypothetical model, results revealed significant paths between social support, barriers, barrier-coping efficacy, and goals. Moreover, these paths did not vary according to gender. Results are discussed with reference to the literature and in terms of their practical implications.

Real-Life Conundrums in the Struggle for Institutional Transformation

2021 ◽  
Vol 35 (3) ◽  
pp. 300-329
Author(s):  
Julia Mcquillan ◽  
Nestor Hernandez
Keyword(s):  
National Science Foundation ◽  
Real Life ◽  
Institutional Transformation ◽  
Change Processes ◽  
Promising Practices ◽  
Science Technology ◽  
National Science ◽  
Race Ethnicity ◽  
And Mathematics

Intersecting systems of inequality (i.e., gender and race/ethnicity) are remarkably resistant to change. Many universities, however, seek National Science Foundation Institutional Transformation awards to change processes, procedures, and cultures to make science, technology, engineering, and mathematics (STEM) departments more inclusive. In this article we describe a case study with observations for eight years of before (2000–2007), five during (2008–2013), and seven after (2014–2020) intensive efforts to increase women through reducing barriers and increasing access to women. Finally, we reflect on flawed assumptions built into the proposal, the slow and uneven change in the proportion of women over time, the strengths and weaknesses of numeric assessments, and the value of a longer view for seeing how seeds planted with promising practices initiated during the award may end with the funding but can reemerge and bear fruit when faculty who engage in equity work are in positions of authority later in their careers.

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