Women's Science Major Satisfaction: Regulatory Focus and the Critical Mass Hypothesis

Autor/in	Deemer, Eric D.
Titel	Women's Science Major Satisfaction: Regulatory Focus and the Critical Mass Hypothesis
Quelle	In: Journal of Career Development, 42 (2015) 1, S.60-71 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845314543190
Schlagwörter	Hypothesis Testing; Womens Education; Womens Studies; Majors (Students); STEM Education; Undergraduate Students; Laboratory Training; Participant Satisfaction; Disproportionate Representation; Observation; Ethnography; Gender Bias; Locus of Control; Questionnaires; Online Surveys; Maximum Likelihood Statistics; Correlation; Predictor Variables; Models; Attribution Theory; Attitude Measures; Emotional Response + Suchen Sie Ihr Suchwort? Hypothesenprüfung; Hypothesentest; 'Women''s education'; Frauenbildung; STEM; Laborkunde; Beobachtung; Ethnografie; Geschlechterstereotyp; Fragebogen; Korrelation; Prädiktor; Analogiemodell; Emotionales Verhalten
Abstract	Women contend with gender bias in certain science contexts, which suggests they may be likely to adopt prevention-focused modes of regulation aimed at maintaining safety and security in such settings. This study represented an integrated test of regulatory focus theory (RFT; Higgins, 1997, 1998) and the critical mass hypothesis, which assumes that women are attracted to scientific career fields in which their group represents a majority. Participants were 255 female undergraduate science, technology, engineering, and/or mathematics (STEM) majors enrolled in science laboratory classes. Results indicated that number of men in labs moderated the mediated relationship between affiliation and intrinsic science motivation via academic satisfaction. This moderated mediation effect was observed at low, but not average or high, levels of men in labs. No such effect was observed at high levels of women in labs. Theoretical and empirical implications for research related to the underrepresentation of women in STEM are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01