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首页> 外文会议>International Technology, Education and Development Conference >(1694) PERUVIAN WOMEN IN ENGINEERING: A SOCIAL COGNITIVE CAREER THEORY APPROACH
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(1694) PERUVIAN WOMEN IN ENGINEERING: A SOCIAL COGNITIVE CAREER THEORY APPROACH

机译：（1694）工程秘鲁妇女：社会认知职业理论方法

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Although the participation of women in higher education has increased, they are still underrepresented in Science, Technology, Engineering, and Mathematics (STEM) areas. Peru as other Latin-American countries, has an additional issue to cope with this reality, which is the lack of research in gender gap, recruitment, retention and promotion for women in science and technology. In 2017, a study carried out by Consejo Nacional de Ciencia, Tecnología e Innovación Tecnológica (CONCYTEC), it was found that one out of four researchers in engineering and technology were women. Moreover, official national statistics for women in higher education accounted for 15% of the total number of students enrolled in engineering careers. To address the issue of gender equality in education, several national studies have been carried out with the aim to generate relevant information and knowledge for the Peruvian context that allow to recommend strategies of access and participation of women in STEM. In the present study, we evaluate causal relationships between factors as self-efficacy, gender stereotypes, barriers and supports, emotional state, career outcome expectations, interest, goals, personal performance accomplishments and attitudes toward science through the Social Cognitive Career Theory (SCCT). In order to test the model and examine these relationships, 531 college engineering students completed self-reports of the Engineering Areas Questionnaire at three universities in Lima, Peru. To validate the SCCT model, we analyze the information from self-reports through exploratory factor analysis and structural equation modeling (SEM). Considering the important role of universities in formative and educational activities, especially for developing countries, we expect to confirm most of the hypotheses derived from the model, displaying the gender effects in the role of interests, persistence and goals in Peruvian women in engineering, obtaining relevant and useful information for policy makers and educational institutions.
机译：虽然妇女在高等教育中的参与增加了，但它们仍然受到科学，技术，工程和数学（Stew）地区的代表性。秘鲁作为其他拉丁美洲国家，应对这一现实有一个额外的问题，这是科技妇女的性别差距，招聘，保留和促进缺乏研究。 2017年，由Consejo Nacional De Ciencia进行的一项研究，TecnologíaenoverciónTecnológica（Concytec），发现工程与技术的四个研究人员中有一个是女性。此外，高等教育妇女的官方国家统计数据占工程职业人数总数的15％。为解决教育中的性别平等问题，已经开展了几项国家研究，旨在为秘鲁语境产生相关信息和知识，允许建议妇女的威士队的策略和参与茎。在本研究中，我们通过社会认知职业理论（SCCT）评估因素之间的因素与自我疗效，性别陈规定型，障碍和支持，情绪状态，职业结果，兴趣，目标，个人绩效成就和对科学的态度。为了测试模型并检查这些关系，531名大学工程学生在秘鲁利马三所大学完成了工程领域问卷的自我报告。为了验证SCCT模型，我们通过探索因子分析和结构方程模型（SEM）分析来自自我报告的信息。考虑到大学在形成性和教育活动中的重要作用，特别是对于发展中国家，我们预计将确认源自该模型的大部分假设，展示了危机，秘鲁妇女在工程中的利益，持久性和目标中的性别影响政策制定者和教育机构的相关和有用信息。

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