Understanding Motivational Beliefs of Women in Postsecondary STEM-Vocational-Technical Education. Evidence from Chile

Autor/inn/en	Sevilla, María Paola; Rangel, Virginia Snodgrass; Gonzalez, Elsa
Titel	Understanding Motivational Beliefs of Women in Postsecondary STEM-Vocational-Technical Education. Evidence from Chile
Quelle	In: Journal of Education and Work, 36 (2023) 2, S.125-137 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sevilla, María Paola) ORCID (Rangel, Virginia Snodgrass) ORCID (Gonzalez, Elsa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2023.2167957
Schlagwörter	Females; Vocational Education; STEM Education; Postsecondary Education; Beliefs; Motivation; Evidence; Foreign Countries; Academic Persistence; Sex Stereotypes; Participation; Profiles; Social Influences; Expectation; Success; Self Efficacy; Chile + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Ausbildung; Berufsbildung; STEM; Post-secondary education; Tertiäre Bildung; Belief; Glaube; psychologische; Motivation (psychologisch); Evidenz; Ausland; Teilnahme; Charakterisierung; Profilanalyse; Sozialer Einfluss; Expectancy; Erwartung; Erfolg; Self-efficacy; Selbstwirksamkeit
Abstract	Women face many barriers to entry into and persistence in science, technology, engineering, and mathematics (STEM) fields. Drawing on expectancy-value theory (EVT) and using a qualitative approach, this study sought to deeply understand women's entry and persistence in STEM-related postsecondary Vocational Technical Education (VTE) programs that lead to male-dominated skilled trades in construction, metalworking, and mining sectors in Chile. The findings revealed that, depending on the economic sector women were preparing to work in, different motivational patterns of EVT beliefs emerged that allowed women to overcome the high costs imposed by the gender stereotypes they encountered in their studies. Therefore, to improve women participation in VTE programs related to STEM fields, institutional and government policies must consider these different motivational profiles, as well as different strategies to improve women identity with these male-typed skilled trades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01