Maximizing the impact of exposure to scientific role models: Testing an intervention to increase science identity among adolescent girls.
A field experiment tested an intervention to maximize the impact of a science outreach program by encouraging early adolescent girls (N = 240, Mage =12) to adopt female role models. Girls participated in workshops led by female role models who were scientific experts in their field. Afterward, they...
| Publicado en: | Journal of Applied Social Psychology Vol. 51; no. 7; pp. 667 - 683 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
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Wiley-Blackwell
Jul2021
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=151380896&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 151380896 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00219029 JAV jtl: Journal of Applied Social Psychology issn: 00219029 maglogo: Y pubinfo: dt: Jul2021 vid: 51 iid: 7 pid: 480 pub: Wiley-Blackwell artinfo: ui: 151380896 10.1111/jasp.12774 ppf: 667 ppct: 16 formats: tig: atl: Maximizing the impact of exposure to scientific role models: Testing an intervention to increase science identity among adolescent girls. aug: au: Merritt, Sally K. Hitti, Aline Van Camp, Amanda R. Shaffer, Emily Sanchez, Michelle H. O'Brien, Laurie T. affil: Department of Psychology, Tulane University, New Orleans LA,, USA Department of Psychology, University of San Francisco, San Francisco CA,, USA Department of Research, Catalyst, New York NY,, USA Center for K‐12 STEM Education, Tulane University, New Orleans LA,, USA su: Role models Teenage girls Identity (Psychology) Leadership Minority girls Women in science sug: subj: Role models Teenage girls Identity (Psychology) Leadership Minority girls Women in science ab: A field experiment tested an intervention to maximize the impact of a science outreach program by encouraging early adolescent girls (N = 240, Mage =12) to adopt female role models. Girls participated in workshops led by female role models who were scientific experts in their field. Afterward, they were randomly assigned to choose and write about their favorite workshop leader or to write about the first workshop leader. We hypothesized that the intervention would benefit girls who chose and wrote about a favorite leader. However, girls in both conditions experienced significant increases in science identity. Girls demonstrated strong role model identification with the workshop leaders; moreover, role model identification was associated with increases in science identity. Girls in the chosen leader condition focused on her competence and supportiveness more than girls in the assigned leader condition. There was no difference in science identity between girls from well‐represented and underrepresented minority (URM) ethnic groups in scientific fields. URM girls, surprisingly, identified more with the workshop leader than well‐represented girls. Science workshops led by female role models with relevant expertise may facilitate science identification among early adolescent girls from diverse ethnic backgrounds. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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