TitleIncreasing women's aspirations and achievement in science
NamePhelan, Julie E. (author), Rudman, Laurie A (chair), Sanchez, Diana T (internal member), Wilder, David (internal member), Shrout, Patrick (outside member), Rutgers University, Graduate School - New Brunswick,
Women in science,
Science--Study and teaching,
Multilevel models (Statistics),
Women in science--Social aspects
DescriptionThis 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.
NoteIncludes bibliographical references
Noteby Julie E. Phelan
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.