1
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Almukhambetova and Kuzhabekova (2021).
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Exploring the experiences of women STEM students to understand how the various cultural gender-related expectations shape their experiences.
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14 women STEM students
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Qualitative
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Women students’ sense of belonging to the STEM profession is mediated by messages from societies.
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Cultural stereotypes, sense of belonging, growth mindset
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2
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Stolk, Gross and Zastavker (2021).
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Examines the interconnections among course pedagogy, gender, and situational-level motivations.
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Undergraduate STEM students
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Mixed methods
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Women students reported less self-determined motivation from lecture-based learning. They identified positive motivational responses in courses that employ active learning.
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Pedagogy, motivation, active learning, student-centred
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3
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Aguillon, Siegmund, Petipas, Drake, Cotner and Ballen (2020).
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Identify gender gaps in classroom participation in active learning STEM courses
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The first year undergraduate students
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Qualitative /Observational methods
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Results suggest that active learning in itself does not ensure STEM equity rather, it depends on the implementation strategies as well.
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Active learning, self-efficacy, gender identity
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4
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Bloodhart, Balgopal, Casper, Sample McMeeking and Fischer (2020).
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Examine whether college STEM students continue to hold gender biases about the abilities of their peers and student views about the power of their peers in life sciences versus physical sciences
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935 Undergraduate STEM students
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Quantitative
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This study demonstrates that women students can still be subject to gender bias even when they outperform and outnumber their male counterparts in undergraduate STEM classrooms.
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Gender stereotypes, self-efficacy, academic performance
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5
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Kricorian, Seu, Lopez, Ureta and Equils (2020).
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Gain insights into women STEM students’ mentorship experiences and preferences. Examine environmental and psychological factors associated with persistence in STEM.
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48 adults pursuing STEM
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Quantitative
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They demonstrated the importance of meeting and being mentored in STEM by those of the same gender and ethnicity, either in person or through media.
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STEM belonging, science identity, growth mindset, role model, mentorship,
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6
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Casad, Petzel and Ingalls (2019).
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Test a model of threatening academic environments among the vulnerable population of women students in STEM fields.
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579 women students majoring in STEM
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Quantitative
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The model provided an overview for researchers, educators, and practitioners to better understand the relations among hostile STEM climates, experiences of identity threat, and academic disengagement.
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Campus climate, social identity threat/ stereotype threat, sense of belonging, role models
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7
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Rainey, Dancy, Mickelson, Stearns and Moller (2019).
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Examine the overlap of instruction style, perceived professor care, and sense of belonging, a factor that has been shown to impact persistence.
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200 male and women college seniors
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Qualitative
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Findings indicate that active teaching environments may positively impact students’ sense of belonging and desire to continue in STEM, especially for women students.
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Professor care, instruction style, sense of belonging, active learning, pedagogy
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8
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Hilts, Part and Bernacki (2018).
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Study investigates if sources of social support have different effects on competence and relatedness and if perceptions of competence and relatedness more strongly predict achievement and retention outcomes for these students.
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206 Undergraduate STEM students
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Quantitative
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The study found that competence perceptions were primarily derived from contact with classmates, especially for underrepresented groups. In addition, competence perceptions predicted greater achievement and lessened intentions to leave a STEM major.
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Competence, self-efficacy, relatedness (sense of belonging), achievement, social support, peer mentoring,
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9
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Pelch (2018)
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Investigate how student anxiety is related to other academic emotions.
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19 university students
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Qualitative
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The data highlight significant emotional differences between men and women students that have the potential to influence retention in STEM.
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Academic emotions, anxiety, intervention programs.
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10
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Rainey, Dancy, Mickelson, Stearns and Moller (2018)
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Examine the extended sense of belonging reported by diverse students and the reasons do they give for belonging and not belonging? Investigate how sense of belonging in STEM compares for students who persist in STEM majors and those who leave.
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201 college seniors
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Qualitative
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Findings indicate that students who remain in STEM majors report a greater sense of belonging than those who leave STEM. Four key factors contribute to a sense of belonging for all students: interpersonal relationships, perceived competence, personal interest, and science identity.
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Sense of belonging, interpersonal relationships, perceived competence, science identity, personal interest.
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11
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Rattan, Savani, Komarraju, Morrison, Boggs and Ambady (2018)
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Examine whether underrepresented students’ meta-lay theories influence their sense of belonging to STEM.
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PhD candidates, Undergraduate students
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Quantitative
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Found that underrepresented students who perceived that their professors believed that nearly everyone has scientific aptitude were more likely to feel that they belonged to STEM than those who perceived that their professors believed that only some people have the scientific aptitude.
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Meta lay theories (mindsets), sense of belonging.
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12
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Seyranian, Madva, Duong, Abramzon, Tibbetts and Harackiewicz (2018).
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Investigate women students’ responses to the social environment of physics classrooms.
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160 undergraduate students
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Quantitative
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Women students reported less course belonging and less physics identification than men.
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Classroom environment, STEM identity, course belonging
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13
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Simon, Wagner and Killion (2017).
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Examine the relationship of masculine and feminine personality characteristics to occupational values, perceptions of academic climate, and selection of a STEM major.
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752 university students
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Quantitative
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Study found little support for the hypothesis that masculine personality characteristics are especially rewarded in STEM majors. Women students pay a femininity penalty in STEM majors.
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Masculinity and femininity, chilly climate,
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14
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Barthelemy, McCormick and Henderson (2016).
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Examine gender discrimination in physics and astronomy programs.
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21 women students from graduate physics and astronomy programs
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Qualitative
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The majority of participants experienced subtle insults and microaggressions. Participants also reported more traditional hostile sexism in the form of sexual harassment, gender role stereotypes, and overt discouragement.
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Sexism, microaggressions, gender stereotypes, discouragement
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15
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Beyer (2014)
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This study addresses why women students are underrepresented in Computer Science (CS
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1319 first-year college students
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Quantitative
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Data indicate gender differences in computer self-efficacy, stereotypes, interests, values, interpersonal orientation, and personality exist.
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Stereotypes, self-efficacy, role models, pedagogical practices.
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16
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Thoman, Arizaga, Smith,, Story and Soncuya (2014)
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Examine whether feelings of belonging to competing (non-STEM) classes were associated with female students’ interest in STEM classes.
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62 undergraduate women students in STEM majors
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Quantitative
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Results suggest not only that can women students feel pushed out of STEM when they feel a low sense of belonging, but also that for women students with specific self-esteem contingencies, competing experiences of belonging in non-STEM can pull interest away from STEM.
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Social belonging, self-competence, self-liking, campus experience
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17
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Smith, Lewis, Hawthorne and Hodges (2013).
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Test women students’ perceptions about effort expenditure in STEM programs and impact of hese perceptions on the sense of belonging.
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Three studies
STEM graduate and
Undergraduate students
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Quantitative
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Results suggest effort expenditure perceptions are an indicator women students use to assess their fit in STEM. Reassuring women students that everyone has to expend a lot of effort to succeed makes them more optimistic about their prospects in these fields.
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Sense of belonging, effort expenditure, motivation, masculine culture
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18
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Good, Rattan, and Dweck (2012).
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Test whether both men’s and women students’ sense of belonging can predict their desire to pursue math in the future. Investigate the impact of interventions on a sense of belonging.
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Three studies -
University math students
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quantitative
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Research supported that students’ sense of belonging can predict their desire to pursue math in the future. Positive interventions strengthened women students' sense of belonging and desire to pursue math in the future.
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Sense of belonging, stereotype, fixed views of intelligence. Interventions
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19
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Stout, Dasgupta, Hunsinger and McManus (2011).
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Tested interactions with women experts would differentially influence women students’ self- conceptions of math as well as their effort and performance on an actual math test.
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Three studies - Undergraduate students
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Mixed methods
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Exposure to women STEM experts promoted positive implicit attitudes and more robust implicit identification with STEM, greater self-efficacy and more effort on tests.
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Cultural stereotypes, same-sex experts, role models, motivation
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20
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Concannon and Barrow (2010)
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Examine undergraduate engineering majors’ intentions to persist in their degree programs.
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493 undergraduate engineering students
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Quantitative
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Men’s persistence in undergraduate engineering was predicted by their abilities to complete the required coursework. Women students’ persistence in undergraduate engineering depended upon their belief in getting good grades.
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Self-efficacy, performance, academic and social support groups, academic advisor, role models
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21
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Beasley and Fischer (2012).
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Investigate the impact of stereotype threat on the attrition of women students and minorities from STEM majors.
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Nearly 4000 students
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Quantitative
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Findings suggest that stereotype threat is instrumental in undermining the ambitions of minority and women students to major in STEM fields.
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Stereotype threat, group performance anxiety, role models
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22
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Findley-Van Nostrand and Pollenz (2017).
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Examine the impact of an implemented intervention program on STEM students’ self-efficacy, belonging, science identity, and intention to leave STEM.
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University STEM undergraduate students
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Quantitative
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Results show that intervention programs significantly increased students’ science identity and sense of belonging to STEM and the university, all predictive of increased STEM retention.
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Self-efficacy, science identity, sense of belonging, interventions
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23
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Walton, Logel, Peach, Spencer and Zanna (2015).
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Develop and test intervention programs' effectiveness in reducing in- equality in STEM achievement.
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228 First-year engineering students
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Quantitative
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Interventions helped women students integrate into engineering and develop external resources, deepening their identification with their gender group.
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Interventions, chilly climate, sense of belonging, stereotype threat
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24
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Peters (2013).
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Examining the relationships among classroom climate, self-efficacy, and achievement in undergraduate mathematics.
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326 university mathematics students
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Quantitative
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Findings from this study suggested that a relationship exists between classroom climate and mathematics self-efficacy and mathematics self-efficacy and achievement.
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Self-efficacy, achievement, teacher-centred, learner-centred
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25
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Cundiff, Vescio, Loken and Lo (2013).
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Examine whether gender–science stereotypes were associated with science identification and, in turn, science career aspirations among women students and men undergraduate science majors.
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1700 science major students
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Quantitative
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Among women students, stronger gender–science stereotypes were associated with weaker science identification and, in turn, weaker science career aspirations. Findings point to gender stereotypes and science identity as factors of potential importance to the retention of STEM students.
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Stereotypes, science identity, career aspirations
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26
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Perez, Cromley and Kaplan (2014).
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They investigated the role of college students’ identity development and motivational beliefs in predicting their chemistry achievement and intentions to leave STEM majors.
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363 undergraduate STEM students
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Quantitative
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Identity development that involved exploration was positively related to students’ competence beliefs and values and negatively related to perceptions of effort cost for the major. Competence beliefs, values, and perceptions of cost were related to chemistry achievement and intentions to leave the STEM major.
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Identity development perceived cost, motivation, competence.
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27
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Cromley, Perez, Wills, Tanaka, Horvat and Agbenyega, (2013).
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Examine the relation between stereotype threat and grades robust in naturalistic settings, specifically in introductory STEM courses.
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1358 STEM major students
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Quantitative
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Neither sex nor race stereotype bias was a strong predictor of STEM retention, but course grades were a moderate predictor. Stereotype threat may affect only a tiny sub-portion within stereotyped groups.
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Stereotype threat -weak predictor, academic performance,
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28
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Ramsey, Betz and Sekaquaptewa (2013)
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Compare women students’ experience in a welcoming environment and a traditional STEM environment to identify factors that may make settings seem welcoming to women students. Developed and tested an intervention based on these factors to improve women students’ implicit beliefs about their participation in STEM.
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Two studies - women STEM students
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Quantitative
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The intervention decreased stereotyping concerns and indirect STEM stereotyping and increased implicit STEM identification when the intervention was made self-relevant. This research demonstrates the importance of a welcoming academic environment for women students in STEM.
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Science identity, academic environments, role models, interventions
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29
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Diekman, Brown, Johnston and Clark (2010).
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Examine (a) whether communal-goal affordances are perceived to differ between STEM and other careers and (b) whether communal-goal endorsement inhibits STEM interest.
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333 psychology students
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Quantitative
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The study found that STEM careers, relative to other careers, were perceived to impede communal goals. Moreover, communal-goal endorsement negatively predicted interest in STEM careers,
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Communal goal beliefs, self-efficacy, career interest
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30
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Solnki and Xu (2018).
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Examine the connection between instructor gender and student motivation in the college context.
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9766 undergraduate students
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Quantitative
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The study found that student intellectual engagement can be improved as a result of instructor gender, as the gap between women and male students’ course engagement and attitude toward a STEM subject is reduced when a women instructor teaches a course.
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Role model, self-efficacy, teaching style, motivation
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