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Article
Do Gender-Science Stereotypes Predict Science Identification and Science Career Aspirations among Undergraduate Science Majors?
Social Psychology of Education
  • Jessica L. Cundiff, Missouri University of Science and Technology
  • Theresa K. Vescio
  • Eric G. Loken
Abstract
The present research examined whether gender-science stereotypes were associated with science identification and, in turn, science career aspirations among women and men undergraduate science majors. More than 1,700 students enrolled in introductory science courses completed measures of gender-science stereotypes (implicit associations and endorsement of male superiority in science), science identification, and science career aspirations. Results were consistent with theoretically based predictions. Among women, stronger gender-science stereotypes were associated with weaker science identification and, in turn, weaker science career aspirations. By contrast, among men stronger gender-science stereotypes were associated with stronger science identification and, in turn, stronger science career aspirations, particularly among men who were highly gender identified. These two sets of modest but significant findings can accumulate over large populations and across critical time points within a leaky pipeline to meaningfully contribute to gender disparities in STEM domains.
Department(s)
Psychological Science
Keywords and Phrases
  • Gender,
  • Identity,
  • Implicit Attitudes,
  • Science,
  • Stereotypes
Document Type
Article - Journal
Document Version
Citation
File Type
text
Language(s)
English
Rights
© 2013 Springer Netherlands, All rights reserved.
Publication Date
1-1-2013
Disciplines
Citation Information
Jessica L. Cundiff, Theresa K. Vescio and Eric G. Loken. "Do Gender-Science Stereotypes Predict Science Identification and Science Career Aspirations among Undergraduate Science Majors?" Social Psychology of Education Vol. 16 Iss. 4 (2013) p. 541 - 554 ISSN: 13812890
Available at: http://works.bepress.com/jessica-cundiff/7/