Race and gender differences in how sense of belonging influences decisions to major in STEM
Tóm tắt
Từ khóa
Tài liệu tham khảo
Bowleg, L. (2008). When Black+ lesbian+ woman≠ Black lesbian woman: the methodological challenges of qualitative and quantitative intersectionality research. Sex Roles, 59(5–6), 312–325.
Carlone, HB, & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218.
Collins, PH. (2015). Intersectionality’s definitional dilemmas. Annual Review of Sociology, 41, 1–20.
Crenshaw, K. (1991). Mapping the margins: intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1241–1299.
Espinosa, L. (2011). Pipelines and pathways: women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81(2), 209–241.
Good, C, Rattan, A, Dweck, CS. (2012). Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality and Social Psychology, 102(4), 700.
Goodenow, C. (1993). Classroom belonging among early adolescent students: relationships to motivation and achievement. The Journal of Early Adolescence, 13(1), 21–43.
Hazari, Z, Sadler, PM, Sonnert, G. (2013). The science identity of college students: exploring the intersection of gender, race, and ethnicity. Journal of College Science Teaching, 42(5), 82–91.
Johnson, DR. (2012). Campus racial climate perceptions and overall sense of belonging among racially diverse women in STEM majors. Journal of College Student Development, 53(2), 336–346.
Kessel, C, & Nelson, DJ. (2011). Statistical trends in women’s participation in science: commentary on Valla and Ceci (2011). Perspectives on Psychological Science, 6(2), 147–149.
Meiners, E., Fuller, L., McCullough, L., Newell, D., Bartsch, I., & Daly, C. (2004). Special Issue: Women in Science Vol. 5,# 4, May 2004 Editor, Heidi Fencl, University of Wisconsin Green Bay, Department of Physics. Journal of International Women’s Studies, 5, 1.
Mickelson, RA, Parker, A, Stearns, E, Moller, S, Dancy, M (2015). Family matters: familial support and African American female success. In Ruiz-Smith, S Lawson Clark (Eds.), Contemporary African American families: achievements, challenges, and empowerment strategies in the 21st century. New York: Routledge-Taylor & Francis.
Moller, S, Banerjee, N, Bottia, MC, Stearns, E, Mickelson, RA, Dancy, M, … Valentino, L. (2015). Moving Latino/a students into STEM majors in college: the role of teachers and professional communities in secondary schools. Journal of Hispanic Higher Education, 14(1), 3–33.
Murphy, MC, Steele, CM, Gross, JJ. (2007). Signaling threat: how situational cues affect women in math, science, and engineering settings. Psychological Science, 18(10), 879–885.
National Research Council (2006). To recruit and advance: women students and faculty in science and engineering. Washington: National Academies Press.
National Research Council (2011). Expanding underrepresented minority participation: America’s science and technology talent at the crossroads. Washington, District of Columbia: National Academies Press.
National Research Council (2013). Seeking solutions: maximizing American talent by advancing women of color in academia: summary of a conference. Washington: National Academies Press.
National Science Foundation, & National Center for Science and Engineering Statistics (2017). Women, minorities, and persons with disabilities in science and engineering: 2017. Arlington: Special Report NSF 17–310 Available at www.nsf.gov/statistics/wmpd/ .
Ong, M, Smith, JM, Ko, LT. (2017). Counterspaces for women of color in STEM higher education: marginal and central spaces for persistence and success. Journal of Research in Science Teaching, 55(2), 206-245.
Ramsey, LR, Betz, DE, Sekaquaptewa, D. (2013). The effects of an academic environment intervention on science identification among women in STEM. Social Psychology of Education, 16(3), 377–397.
Shain, C. H. (2002). Revisiting the problem of engineering school persistence in African-American women students. Doctoral dissertation. Retrieved from ProQuest Dissertations and Theses database. (Publication No. 304798888).
Smith, JL, Lewis, KL, Hawthorne, L, Hodges, SD. (2013). When trying hard isn’t natural: women’s belonging with and motivation for male-dominated STEM fields as a function of effort expenditure concerns. Personality and Social Psychology Bulletin, 39(2), 131–143.
Strauss, A, & Corbin, JM (1997). Grounded theory in practice. California: Sage.
Strayhorn, TL (2012). College students’ sense of belonging: a key to educational success for all students. New York: Routledge.
Thoman, DB, Arizaga, JA, Smith, JL, Story, TS, Soncuya, G. (2014). The grass is greener in non-science, technology, engineering, and math classes: examining the role of competing belonging to undergraduate women’s vulnerability to being pulled away from science. Psychology of Women Quarterly, 38(2), 246–258.
Valenzuela, Y. (2006). Mi fuerza/my strength. The academic and personal experiences of Chicana/Latina transfer students in math and science. Doctoral dissertation. Retrieved from Pro-Quest Dissertation and Theses database. (Publication No. 304916976).
Walton, GM, & Cohen, GL. (2007). A question of belonging: race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82.
Walton, GM, & Cohen, GL. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447–1451.
Weidman, J. (1989). Undergraduate socialization: a conceptual approach. Higher education: Handbook of theory and research, 5, 289–322.