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首页> 外文学位 >Career Commitment and African American Women in Undergraduate STEM Majors: The Role of Science/Math Self-Efficacy, Department Climate, and Campus Climate at the Intersection of Race and Gender
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Career Commitment and African American Women in Undergraduate STEM Majors: The Role of Science/Math Self-Efficacy, Department Climate, and Campus Climate at the Intersection of Race and Gender

机译：STEM专业学生的职业承诺和非洲裔美国妇女：种族与性别交叉点的科学/数学自我效能，部门气候和校园气候的作用

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摘要

Despite the odds, African American women are achieving some success in science, technology, engineering, and mathematics (STEM). However, a dearth of empirical evidence exists on the mechanisms that contribute to their persistence. This study contributes to understanding how African American women are successful in obtaining baccalaureate degrees in the sciences. Specifically, through surveying students from multiple institutions of higher education, including Historically Black Colleges and Universities (HBCUs) and Predominately White Institutions (PWIs), the study examined how African American undergraduate women's self-efficacy, gender, race/ethnicity, department climate, and campus climate interact to promote career commitment. This project focused on a population at the crossroads of race and gender in STEM: African American women obtaining undergraduate degrees.;Participants (N = 670) were African American (N = 375) and European American (N = 295) women and men enrolled in four universities in North Carolina (two PWIs, two HBCUs). Multiple regression analyses were used to examine the data. Results demonstrated that being a STEM major was the biggest predictor of career commitment across race and gender. For women with STEM majors, science/math self-efficacy emerged as the primary predictor of career commitment and perceptions of gender equality in one's major department were especially important for African American women. These results can be used to inform educational policy about training faculty members in classroom and campus climate issues. The results may also be useful to those designing interventions, to address issues of science/math self-efficacy of students who plan to pursue STEM careers after graduation.
机译：尽管有很多困难，但非洲裔美国妇女在科学，技术，工程和数学（STEM）方面取得了一些成功。但是，缺乏有助于其持久性的机制的经验证据。这项研究有助于了解非洲裔美国妇女如何成功获得科学学士学位。具体而言，该研究通过调查来自多个高等教育机构的学生，包括历史悠久的黑人高校（HBCU）和占主导地位的白人机构（PWI），该研究研究了非裔美国本科生女性的自我效能，性别，种族/民族，部门氛围，与校园气氛互动以促进职业承诺。该项目的重点是在STEM中种族和性别处于十字路口的人口：拥有大学学位的非洲裔美国妇女；入学的非洲裔美国人（N = 375）和非洲裔美国人（N = 295）为参与者（N = 670）在北卡罗来纳州的四所大学中（两个PWI，两个HBCU）。多元回归分析用于检查数据。结果表明，担任STEM专业的学生是跨种族和性别的职业承诺的最大预测指标。对于拥有STEM专业的女性，科学/数学自我效能感已成为职业承诺的主要预测指标，而其主要部门对性别平等的看法对非洲裔美国女性尤为重要。这些结果可用于指导有关在课堂和校园气候问题上培训教员的教育政策。该结果对于那些设计干预措施，解决计划在毕业后从事STEM职业的学生的科学/数学自我效能问题也可能有用。

著录项

  • 作者

    Jenkins, Felysha L.;

  • 作者单位

    North Carolina State University.;

  • 授予单位 North Carolina State University.;
  • 学科 Personality psychology.;Higher education.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 152 p.
  • 总页数 152
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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