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Портал Begell Электронная Бибилиотека e-Книги Журналы Справочники и Сборники статей Коллекции
Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN Печать: 1072-8325
ISSN Онлайн: 1940-431X

Выпуски:
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Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.2017018506
pages 211-230

INCIVILITY, PSYCHOLOGICAL DISTRESS, AND MATH SELF-CONCEPT AMONG WOMEN AND STUDENTS OF COLOR IN STEM

Kathi N. Miner
Department of Psychology and Women's and Gender Studies Program, Texas A&M University, TAMU 4235, Texas A&M University, College Station, TX
Ismael Diaz
Department of Psychology, California State University, San Bernardino, 5500 University Parkway, California State University, San Bernardino, CA
Anne N. Rinn
Department of Educational Psychology, University of North Texas, 1300 West Highland Street, University of North Texas, Denton, TX 76203

Краткое описание

Women and people of color (e.g., African-Americans, Latinos) continue to be underrepresented in Science, Technology, Engineering, and Mathematics (STEM) fields. The purpose of the present study was to investigate a possible reason for why women and people of color withdraw from STEM: experiences of incivility. In a sample of 816 (69% women, 50% students of color) undergraduates in STEM, we examined the relationship between gender- and race-based incivility, psychological distress, and declines in math self-concept for students in STEM collegiate environments. We also assessed gender, race, and social support as moderators of these relationships. Results indicated that women reported more gender-based incivility than men and students of color reported more race-based incivility than White students. Gender moderated the relationship between gender-based incivility and psychological distress and race moderated the relationship between race-based incivility and psychological distress; women and students of color reported higher levels of distress with greater incivility compared to men and Whites, respectively. Distress, in turn, related to lower math self-concept. Social support buffered the negative effects of gender- and raced-based incivility. These findings contribute to our understanding of factors associated with the retention of traditionally underrepresented groups in STEM educational contexts.

Ключевые слова: gender, race, incivility, Math Self-Concept, STEM, social support