Diversifying STEM: Communal Goal Mismatch Predicts Student Intentions

Autor/inn/en	Bonilla, Ashley; Schultz, P. Wesley; Woodcock, Anna; Hernandez, Paul R.
Titel	Diversifying STEM: Communal Goal Mismatch Predicts Student Intentions
Quelle	In: Social Psychology of Education: An International Journal, 26 (2023) 2, S.293-308 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bonilla, Ashley) ORCID (Schultz, P. Wesley) ORCID (Woodcock, Anna) ORCID (Hernandez, Paul R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-022-09750-2
Schlagwörter	STEM Education; White Students; Hispanic American Students; Majors (Students); Community; Goal Orientation; Social Cognition; Group Membership; Intention; STEM Careers; Career Choice; College Students + Suchen Sie Ihr Suchwort? STEM; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Zielorientierung; Zielvorstellung; Soziale Kognition; Gruppenzugehörigkeit; Collegestudent
Abstract	This study examined communal goal mismatch among a large sample of White and LatinX STEM students. Drawing on goal congruity and the cultural mismatch theories, we created a mismatch score, the difference between student perceptions of communal opportunities afforded in STEM and their personal endorsement. We hypothesized that LatinX STEM majors would have significantly higher mismatch levels for communal goals than White students, negatively predicting their sense of belonging and intentions to pursue a STEM career. Results did not support these hypotheses of a linear relationship but supported a curvilinear relationship. Subsequent analyses revealed the importance of differentiating between positive mismatch (i.e., STEM fields afford more communal opportunities than desired) and negative mismatch (i.e., STEM fields afford fewer communal goal opportunities than desired). Differentiating the type of mismatch clarified the pattern of results, and negative mismatch was associated with a reduced sense of belonging and lower intentions to pursue STEM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01