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作者 Phelan, Julie E
書名 Increasing women's aspirations and achievement in science: The effect of role models on implicit cognitions
國際標準書號 9781124173351
book jacket
說明 130 p
附註 Source: Dissertation Abstracts International, Volume: 71-10, Section: B, page:
Adviser: Laurie A. Rudman
Thesis (Ph.D.)--Rutgers The State University of New Jersey - New Brunswick, 2010
This research investigated the role of implicit science beliefs in the gender gap in science aspirations and achievement, with the goal of testing identification with a female role model as a potential intervention strategy for increasing women's representation in science careers. At Time 1, women's implicit science stereotyping (i.e., associating men more than women with science) was linked to more negative (implicit and explicit) attitudes towards science and less identification with science. For men, stereotypes were either non-significantly or positively related to science attitudes and identification. Time 2 examined the influence of implicit and explicit science cognitions on students' science aspirations and achievement, and found that implicit stereotyping, attitudes, and identification were all unique predictors of science aspirations, but not achievement. Of more importance, Time 2 examined the influence of science role models, and found that identification with a role model of either gender reduced women's implicit science stereotyping and increased their positive attitudes toward science. Implications for decreasing the gender gap in advanced science achievement are discussed
School code: 0190
Host Item Dissertation Abstracts International 71-10B
主題 Psychology, Social
Women's Studies
Education, Sciences
Alt Author Rutgers The State University of New Jersey - New Brunswick. Graduate School - New Brunswick
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