Two Brief Interventions to Mitigate a "Chilly Climate" Transform Women's Experience, Relationships, and Achievement in Engineering

Autor/inn/en	Walton, Gregory M.; Logel, Christine; Peach, Jennifer M.; Spencer, Steven J.; Zanna, Mark P.
Titel	Two Brief Interventions to Mitigate a "Chilly Climate" Transform Women's Experience, Relationships, and Achievement in Engineering
Quelle	In: Journal of Educational Psychology, 107 (2015) 2, S.468-485 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0037461
Schlagwörter	Educational Environment; Intervention; Engineering Education; Females; College Students; Student Experience; Academic Achievement; Interpersonal Relationship; Gender Differences; Program Effectiveness; Disproportionate Representation; Majors (Students); Grade Point Average; Student Attitudes; Social Experience; Social Isolation; Foreign Countries; Online Surveys; Multiple Regression Analysis; STEM Education; Canada + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ingenieurausbildung; Weibliches Geschlecht; Collegestudent; Studienerfahrung; Schulleistung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Geschlechterkonflikt; Schülerverhalten; Soziale Erfahrung; Soziale Isolation; Ausland; STEM; Kanada
Abstract	In a randomized-controlled trial, we tested 2 brief interventions designed to mitigate the effects of a "chilly climate" women may experience in engineering, especially in male-dominated fields. Participants were students entering a selective university engineering program. The "social-belonging intervention" aimed to protect students' sense of belonging in engineering by providing a nonthreatening narrative with which to interpret instances of adversity. The "affirmation-training intervention" aimed to help students manage stress that can arise from social marginalization by incorporating diverse aspects of their self-identity in their daily academic lives. As expected, gender differences and intervention effects were concentrated in male-dominated majors (<20% women). In these majors, compared with control conditions, both interventions raised women's school-reported engineering grade-point-average (GPA) over the full academic year, eliminating gender differences. Both also led women to view daily adversities as more manageable and improved women's academic attitudes. However, the 2 interventions had divergent effects on women's social experiences. The social-belonging intervention helped women integrate into engineering, for instance, increasing friendships with male engineers. Affirmation-training helped women develop external resources, deepening their identification with their gender group. The results highlight how social marginalization contributes to gender inequality in quantitative fields and 2 potential remedies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11