Overcoming the toxic influence of subtle messaging: Utah women who persist in STEM.

Permanent URL: http://hdl.handle.net/2047/D20239459
Title:
Overcoming the toxic influence of subtle messaging : Utah women who persist in STEM
Creator:
Thackeray, Susan L. (Author)
Contributor:
Reiss Medwed, Karen (Advisor)
Conn, Kelly (Committee member)
McMurray, Eldon L. (Committee member)
Language:
English
Publisher:
Boston, Massachusetts : Northeastern University, 2016
Date Accepted:
December 2016
Date Awarded:
December 2016
Type of resource:
Text
Genre:
Dissertations
Format:
electronic
Digital origin:
born digital
Abstract/Description:
It is important to train more females to support the needs of a national and global economy workforce. The purpose of this thesis is to explore the proposition of the effect subtle messaging has on a Utah young woman's future career choice. The literature review will approach the science, technology, engineering, and math (STEM) subjects with historical, psychological, and cultural vantage points. An examination of three interconnected topics of research will include a history of women in the workforce and identified barriers to STEM education and careers to identify what types of messages are delivered to women as it relates to STEM and how it influences their career interest decisions. While there are historical barriers towards women in training for and entering STEM careers, no strong evidence is identified for sustained improvement. The changing concepts of social cognitive career theory can potentially provide a framework for constructivist assumptions regarding the topic of what can focus Utah young women learners to influence their own career development and surroundings to persist into STEM careers.

Interpretative Phenomenology Analysis (IPA) provides increased understanding of the experiences of how Utah young women come to their decision and what role their environment contributes to that experience. Preliminary research outcomes demonstrate that the participants describe feelings of self-efficacy along with cultural expectations that do not align with their personal goals to enter into STEM education and careers.
Subjects and keywords:
barriers
diversity
education
self-efficacy
STEM
underrepresented
DOI:
https://doi.org/10.17760/D20239459
Permanent Link:
http://hdl.handle.net/2047/D20239459
Use and reproduction:
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