The Imposter Phenomenon in Female, First-Generation STEM Majors

Autor/in	Trefts, Shannon
Titel	The Imposter Phenomenon in Female, First-Generation STEM Majors
Quelle	(2019), (140 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California Lutheran University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-2971-5
Schlagwörter	Hochschulschrift; Dissertation; Females; STEM Education; Womens Education; Equal Opportunities (Jobs); Equal Education; Barriers; Success; Psychological Patterns; Student School Relationship; Sex Stereotypes; Gender Bias; Social Bias; Coping; Teacher Student Relationship; Peer Relationship; Women Faculty; Career Exploration + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Weibliches Geschlecht; STEM; 'Women''s education'; Frauenbildung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Erfolg; Schüler-Lehrer-Beziehung; Geschlechterstereotyp; Bewältigung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Frauenakademie; Weibliche Gelehrte; Berufserkundung
Abstract	Vastly underrepresented in the science, technology, engineering, and math (STEM) industries, women make up less than one-quarter of the nation's STEM workforce (United States Department of Commerce, 2017). In particular, women who are the first in their families to attend college are alarmingly less present within STEM disciplines than those whose parents completed a college degree (Maltby, Brooks, Horton, & Morgan, 2016). This is especially significant, as the United States predicts needing roughly one million more qualified STEM workers than projected by 2023 (National Center for Education Statistics, 2013). Unfortunately, first-generation women in STEM face myriad barriers, leading to experiences with the Imposter Phenomenon (IP). The IP, in short, refers to high achieving individuals' inability to internalize successes, causing them to believe they are intellectual "pretenders" (Clance & Imes, 1972). The purpose of this study was to better understand how first-generation women in STEM disciplines experience the IP. The study captured the stories of nine first-generation female college STEM majors experiencing symptoms related to the IP. Utilizing a case study design, semi-structured interview protocols, and observation of nonverbal communication, the study uncovered factors contributing to the IP for first-generation women in STEM, as well as two primary factors in decreasing IP symptoms for this population. Factors leading to IP fears included, but were not limited to: (a) a lack of sense of belonging, (b) negative stereotypes toward women and external invalidation, and (c) maladaptive coping methods and ineffective work habits leading to negative psychological wellbeing. Factors noted to reduce IP fears included: (a) positive, meaningful interactions with STEM faculty and (b) peer support. The implications of this study suggest that higher education and STEM professionals should consider the following policies and practices: (a) increase the numbers of female faculty in STEM; (b) increase the numbers of female, first-generation students in STEM; (c) offer career exploration and development interventions as early as middle school; and (d) implement additional academic supports in STEM, including STEM centers/clubs, articulated introductory science courses, and non-credit co-curricular support courses in mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01