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Modifiable Processes Underlying the Development of Gender Gaps in STEM
Modifiable Processes Underlying the Development of Gender Gaps in STEM
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103049
- ISBN
- 9798286424313
- DDC
- 150
- 저자명
- Wang, Michelle.
- 서명/저자
- Modifiable Processes Underlying the Development of Gender Gaps in STEM
- 발행사항
- [Sl] : New York University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 223 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
- 주기사항
- Advisor: Rhodes, Marjorie.
- 학위논문주기
- Thesis (Ph.D.)--New York University, 2025.
- 초록/해제
- 요약Gender disparities in science limit girls' and women's career choices and constrain the advancement of science and society, but remain persistent despite efforts to increase women's representation. The present dissertation examines modifiable inputs and contexts within children's daily environments that inadvertently contribute to the development of gender disparities in STEM. Chapters 1 (Wang et al., 2022) and 2 (Wang et al., 2025) explore the role of language in shaping young children's gendered beliefs about who can succeed in science during their earliest encounters with science. Specifically, I investigate how language that frames science as an identity-through noun labels ("Let's be scientists!") and generic descriptions of scientists ("Scientists discover new things")-signals that scientists belong to a distinct social category and that only certain people are intrinsically able to be "true scientists." I reveal that this identity-emphasizing language is the most common way science is introduced to children in prekindergarten classrooms and media and contributes to children's early development of gender-science stereotypes, even without explicitly communicating stereotypic content. Chapter 3 (Wang et al., under revision) examines how the use of publicity as a motivational tool contributes to gender disparities among top STEM achievers. Women are not only underrepresented in STEM but also starkly absent from the highest levels of performance and leadership-positions where their presence is most impactful. While public recognition (e.g., awards, ceremonies, titles) is often used to inspire excellence, its effectiveness depends entirely on people's willingness to have their achievements publicized. I find that only boys and men-but not girls and women-are more willing to publicize exceptional than average performance and, thus, are more motivated to excel when they know their achievements will be publicized. Together, these studies shed light on two distinct yet modifiable socio-psychological processes that give rise to early gender gaps in STEM and identify avenues for future intervention.
- 일반주제명
- Psychology
- 일반주제명
- Educational psychology
- 일반주제명
- Gender studies
- 일반주제명
- Science education
- 일반주제명
- Developmental psychology
- 키워드
- Gender gaps
- 기타저자
- New York University Psychology
- 기본자료저록
- Dissertations Abstracts International. 86-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260202103049
■006m o d
■007cr#unu||||||||
■020 ▼a9798286424313
■035 ▼a(MiAaPQ)AAI31931317
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a150
■1001 ▼aWang, Michelle.
■24510▼aModifiable Processes Underlying the Development of Gender Gaps in STEM
■260 ▼a[Sl]▼bNew York University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a223 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-12, Section: A.
■500 ▼aAdvisor: Rhodes, Marjorie.
■5021 ▼aThesis (Ph.D.)--New York University, 2025.
■520 ▼aGender disparities in science limit girls' and women's career choices and constrain the advancement of science and society, but remain persistent despite efforts to increase women's representation. The present dissertation examines modifiable inputs and contexts within children's daily environments that inadvertently contribute to the development of gender disparities in STEM. Chapters 1 (Wang et al., 2022) and 2 (Wang et al., 2025) explore the role of language in shaping young children's gendered beliefs about who can succeed in science during their earliest encounters with science. Specifically, I investigate how language that frames science as an identity-through noun labels ("Let's be scientists!") and generic descriptions of scientists ("Scientists discover new things")-signals that scientists belong to a distinct social category and that only certain people are intrinsically able to be "true scientists." I reveal that this identity-emphasizing language is the most common way science is introduced to children in prekindergarten classrooms and media and contributes to children's early development of gender-science stereotypes, even without explicitly communicating stereotypic content. Chapter 3 (Wang et al., under revision) examines how the use of publicity as a motivational tool contributes to gender disparities among top STEM achievers. Women are not only underrepresented in STEM but also starkly absent from the highest levels of performance and leadership-positions where their presence is most impactful. While public recognition (e.g., awards, ceremonies, titles) is often used to inspire excellence, its effectiveness depends entirely on people's willingness to have their achievements publicized. I find that only boys and men-but not girls and women-are more willing to publicize exceptional than average performance and, thus, are more motivated to excel when they know their achievements will be publicized. Together, these studies shed light on two distinct yet modifiable socio-psychological processes that give rise to early gender gaps in STEM and identify avenues for future intervention.
■590 ▼aSchool code: 0146.
■650 4▼aPsychology
■650 4▼aEducational psychology
■650 4▼aGender studies
■650 4▼aScience education
■650 4▼aDevelopmental psychology
■653 ▼aGender disparities
■653 ▼aGender gaps
■653 ▼aTeachers communicate exclusive
■653 ▼aEssentialist beliefs
■653 ▼aChildren's beliefs
■690 ▼a0621
■690 ▼a0620
■690 ▼a0525
■690 ▼a0733
■690 ▼a0714
■71020▼aNew York University▼bPsychology.
■7730 ▼tDissertations Abstracts International▼g86-12A.
■790 ▼a0146
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17356853▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
