Abstract
Although girls and boys appear equally interested in most STEM fields during childhood and adolescence, men pursue academic research careers in most of these same fields at higher rates than women. We tested several prominent hypotheses concerning the causes of this differentiation. Specifically, 136 (59 women) doctoral students in the United States completed measures of their occupational values, views of the degree to which STEM careers afford their values, perceptions of gender discrimination in their department, mentor support, and satisfaction with their graduate training. Results indicated gender differences in students’ occupational values, ratings of career value affordances, and perceptions of gender discrimination. The perception that a STEM research career affords one’s values was predictive of women’s (but not men’s) satisfaction with their graduate training.
Description
Originally published in the International Journal of Gender, Science and Technology, under a Creative Commons Attribution License: http://creativecommons.org/licenses/by/3.0/.
Publisher
International Journal of Gender, Science and Technology
Date of publication
2013
Language
english
Persistent identifier
http://hdl.handle.net/10950/2579
Document Type
Article
Recommended Citation
Hayes, Amy Roberson and Bigler, Rebecca S., "Gender-Related Values, Perceptions of Discrimination, and Mentoring in STEM Graduate Training" (2013). Psychology Faculty Publications and Presentations. Paper 1.
http://hdl.handle.net/10950/2579
Publisher Citation
Hayes, A.R., & Bigler, R.S. (2013). Gender-related values43, perceptions of discrimination, and graduate training in STEM fields, International Journal of Gender, Science and Technology, 5, 255-280.