Predicting the STEM outcomes of academically qualified women : a longitudinal examination of Social Cognitive Career Theory

Resource Information

The work Predicting the STEM outcomes of academically qualified women : a longitudinal examination of Social Cognitive Career Theory represents a distinct intellectual or artistic creation found in University of Missouri Libraries. This resource is a combination of several types including: Work, Language Material, Books.

Label

Predicting the STEM outcomes of academically qualified women : a longitudinal examination of Social Cognitive Career Theory

Title remainder

a longitudinal examination of Social Cognitive Career Theory

Statement of responsibility

Jillian Woodford Wasson

Creator

• Wasson, Jillian Woodford

Contributor

• Barber, Carolyn E.

Author

• Wasson, Jillian Woodford

Degree supervisor

• Barber, Carolyn E.

Subject

• Electronic dissertations
• Social cognitive theory
• Women in engineering -- Vocational guidance
• Women in mathematics -- Vocational guidance
• Career development -- Vocational guidance
• Women in technology -- Vocational guidance
• Women in science -- Vocational guidance
• Dissertation -- University of Missouri--Kansas City -- Counseling Psychology

Genre

• Electronic dissertations

Language

eng

Summary

There is a well-documented gender disparity in science, technology, engineering, and mathematics (STEM) fields, which has been the focus of research for several decades (i.e., Betz & Hackett, 1981; Ceci & Williams, 2009, 2010; Wang, Eccles, & Kenny, 2013). Questions as to why this is the case are not new; however, with the growing body of research, there seem to be more questions than answers. This study drew primarily from the vocational psychology literature, particularly Social Cognitive Career Theory, building on previous literature in this area by examining differences in career choices made over time by qualified women across different stages in the education-to-career pathway. The results of the present study indicate that among qualified women many of the SCCT personal and contextual variables are relevant to STEM career development. Moreover, findings from the present study support the hypothesis (Lent et al., 1994) that personal, environmental, and behavioral variables affect one another. An important aspect of the SCCT model is the acknowledgment that at any given point in time, certain variables will carry different weight (Lent et al., 1994). The current study provides further support for this and underscores the necessity of understanding and framing career development as a process, unfolding across several developmental stages. These findings, their generalizability, and implications for practice should be carefully considered in the context of several limitations that this sample was influenced by: limitations in reliability and selection of variables, lack of diversity within the sample, as well as the extraneous variables related to overall economic and political backdrop

Cataloging source

UMK

Degree

Ph.D.

Dissertation note

School of Education.

Dissertation year

2015.

Granting institution

University of Missouri-Kansas City,

Illustrations

illustrations

Index

no index present

Literary form

non fiction

Nature of contents

• dictionaries
• bibliography
• theses