Гендерные стереотипы и выбор инженерно-технического направления подготовки
Аннотация
В России, как и во всем мире, наблюдается значительная гендерная диспропорция в контингенте студентов, выбирающих инженерно-технические направления подготовки. Как показывают исследования, во многом она объясняется действием гендерных стереотипов: укоренившихся в общественном сознании представлений о том, что у юношей от природы способности к изучению математических и инженерных дисциплин выше, чем у девушек. Проведено исследование с целью оценить распространенность гендерных стереотипов среди студентов вуза и гендерные различия в выборе инженерно-технической специальности, а также выявить взаимосвязи между приверженностью гендерным стереотипам и выбором направления подготовки. Базой для анализа стали данные опроса студентов бакалавриата, которые обучаются на направлениях подготовки, связанных с инженерным делом, технологиями и техническими науками, в одном из региональных российских технических вузов (N = 1791). Установлены наиболее распространенные среди студентов-инженеров гендерные стереотипы: это представления о том, что юноши лучше понимают физические явления и законы и имеют более развитое техническое и логическое мышление, в то время как девушки более аккуратны и усидчивы. Причины выбора инженерного направления подготовки не различаются кардинально у юношей и девушек. Однако у студентов мужского пола, подверженных гендерным стереотипам, мотивом выбора инженерной специальности чаще является желание получить после окончания вуза хорошую работу. А среди девушек, убежденных в том, что у мужчин способности к математике выше, больше, чем среди не приверженных гендерным стереотипам, тех, кто выбрал инженерную специальность под влиянием семьи. Кроме того, девушки в меньшей степени удовлетворены сделанным выбором вуза и направления подготовки.
Скачивания
Литература
Abramov R.N. (2016) Professional'naya kul'tura rossiyskikh inzhenerno-tekhnicheskikh spetsialistov: universal'nye elementy [Professional Culture of Russian Technical Specialists: Universal Elements]. Sotsiologicheskie issledovaniya / Sociological Studies, no 9, pp. 96-104.
Antoshchuk I.A. (2021) Prodvigayas' po ˮtrubeˮ STEM: sistematicheskiy obzor literatury po gendernomu neravenstvu v rossiyskoy inzhenernoy professii [Moving through the STEM Pipeline: A Systematic Literatore Review of the Gender Inequality in Russian Engineering]. Monitoring of Public Opinion: Economic and Social Changes, no 3, pp. 57-87. https://doi.org/10.14515/monitoring.2021.3.1912
Ashlock J., Stojnic M., Tufekci Z. (2022) Gender Differences in Academic Efficacy across STEM Fields. Sociological Perspectives, vol. 65, no 3, pp. 555-579. https://doi.org/10.1177/07311214211028617
Bahr P.R., Jackson G., McNaughtan J., Oster M., Gross J. (2017) Unrealized Potential: Community College Pathways to STEM Baccalaureate Degrees. The Journal of Higher Education, vol. 88, no 3, pp. 430-478. https://doi.org/10.1080/00221546.2016.1257313
Ballen C.J., Aguillon S.M., Awwad A. et al. (2019) Smaller Classes Promote Equitable Student Participation in STEM. BioScience. https://doi.org/10.1093/biosci/biz069
Beede D.N., Julian T.A., Langdon D., McKittrick G., Khan B., Doms M. E. (2011) Women in STEM: A Gender Gap to Innovation . Economics and Statistics Administration, Issue Brief Series, no 4, pp. 11-17. https://doi.org/10.2139/ssrn.1964782
Belanger A.L., Diekman A.B., Steinberg M. (2017) Leveraging Communal Experiences in the Curriculum: Increasing Interest in Pursuing Engineering by Changing Stereotypic Expectations. Journal of Applied Social Psychology, vol. 47, no 6, pp. 305-319. https://doi.org/10.1111/jasp.12438
Bennett J.E., Sekaquaptewa D. (2014) Setting an Egalitarian Social Norm in the Classroom: Improving Attitudes towards Diversity among Male Engineering Students. Social Psychology of Education, vol. 17, no 2, pp. 343-355. https://doi.org/10.1007/s11218-014-9253-y
Bloodhart B., Balgopal M.M., Casper A.M., Sample McMeeking L.B., Fischer E.V. (2020) Outperforming Yet Undervalued: Undergraduate Women in STEM. PLoS ONE, vol. 15, no 6, Article no e0234685. https://doi.org/10.1371/journal.pone.0234685
Carnes M., Devine P.G., Manwell L.B. et al. (2015) Effect of an Intervention to Break the Gender Bias Habit for Faculty at one Institution: A Cluster Randomized, Controlled Trial. Academic Medicine: Journal of the Association of American Medical Colleges, vol. 90, no 2, pp. 221-230. https://doi.org/10.1097/ACM.0000000000000552
Ceci S.J., Williams W.M. (2011) Understanding Current Causes of Women's Underrepresentation in Science. Proceedings of the National Academy of Sciences, vol. 108, no 8, pp. 3157-3162. https://doi.org/10.1073/pnas.1014871108
Ceci S.J., Williams W.M. (2010) Sex Differences in Math-Intensive Fields. Current Directions in Psychological Science, vol. 19, no 5, pp. 275-279. https://doi.org/10.1177/0963721410383241
Ceci S.J., Williams W.M. (eds) (2007) Why Aren't More Women in Science? Top Researchers Debate the Evidence. Washington, DC: American Psychological Association. https://doi.org/10.1037/11546-000
Cheryan S., Ziegler S.A., Montoya A.K., Jiang L. (2017) Why Are Some STEM Fields More Gender Balanced Than Others? Psychological Bulletin, vol. 143, no 1, pp. 1-35. https://doi.org/10.1037/bul0000052
Cundiff J.L., Vescio T.K., Loken E., Lo I. (2013) Do Gender-Science Stereotypes Predict Science Identification and Science Career Aspirations among Undergraduate Science Majors? Social Psychology of Education, vol. 16, no 4, pp. 541-554. https://doi.org/10.1007/s11218-013-9232-8
Dasgupta N., Scircle M.M., Hunsinger M. (2015) Female Peers in Small Work Groups Enhance Women's Motivation, Verbal Participation, and Career Aspirations in Engineering. Proceedings of the National Academy of Sciences, vol. 112, no 16, pp. 4988-4993. https://doi.org/10.1073/pnas.1422822112
Delaney J.M., Devereux P.J. (2019) Understanding Gender Differences in STEM: Evidence from College Applications. Economics of Education Review, vol. 72(C), pp. 219-238. https://doi.org/10.1016/j.econedurev.2019.06.002
DeWitt J., Archer L. (2015) Who Aspires to a Science Career? A Comparison of Survey Responses from Primary and Secondary School Students. International Journal of Science Education, vol. 37, no 13, pp. 2170-2192. https://doi.org/10.1080/09500693.2015.1071899
Eccles J.S. (1994) Understanding Women's Educational and Occupational Choices. Applying fhe Eccles et al. Model of Achiewement-Related Choices. Psychology of Women Quarterly, vol. 18, pp. 585-609. https://doi.org/10.1111/j.1471-6402.1994.tb01049.x
Ellis J., Fosdick B.K., Rasmussen C. (2016) Women 1.5 Times More Likely to Leave STEM Pipeline after Calculus Compared to Men: Lack of Mathematical Confidence a Potential Culprit. PLoS ONE, vol. 7, no 11, pp. 1-14. https://doi.org/10.1371/journal.pone.0157447
Emembolu I., Padwick A., Shimwell J., Sanderson J., Davenport C., Strachan R. (2020) Using Action Research to Design and Evaluate Sustained and Inclusive Engagement to Improve Children's Knowledge and Perception of STEM Careers. International Journal of Science Education, vol. 42, no 5, pp. 764-782. https://doi.org/10.1080/09500693.2020.1729442
Falco L.D., Summers J.J. (2019) Improving Career Decision Self-Efficacy and STEM Self-Efficacy in High School Girls: Evaluation of an Intervention. Journal of Career Development, vol. 46, no 1, pp. 62-76. https://doi.org/10.1177/0894845317721651
Ferrant G., Kolev A. (2016) The Economic Cost of Gender-Based Discrimination in Social Institutions. Paris: OECD Center. Available at: https://www.oecd.org/dev/development- gender/SIGI_cost_final.pdf (accessed 2 August 2022).
Fisher C.R., Thompson C.D., Brookes R.H. (2020) Gender Differences in the Australian Undergraduate STEM Student Experience: A Systematic Review. Higher Education Research & Development, vol. 39, no 6, pp. 1155-1168. https://doi.org/10.1080/07294360.2020.1721441
Franceschini G., Galli S., Chiesi F., Primi C. (2014) Implicit Gender-Math Stereotype and Women's Susceptibility to Stereotype Threat and Stereotype Lift. Learning and Individual Differences, vol. 32, May, pp. 273-277. https://doi.org/10.1016/j.lindif.2014.03.020
Froumin I., Dobryakova M. (2012) Chto zastavlyaet menyat'sya rossiyskie vuzy: dogovor o nevovlechennosti [What Makes Russian Universities Change: Disengagement Compact]. Voprosy obrazovaniya / Educational Studies Moscow, no 2, pp. 159-191. https://doi.org/10.17323/1814-9545-2012-2-159-191
Gonzalez A.M., Oh J.H.J., Baron A.S. (2020) The Hidden Classroom: How Gender Stereotypes Impact Academic Achievement. The Cambridge Handbook of Applied School Psychology (eds F.C. Worrell, T.L. Hughes, D.D. Dixson), Cambridge: Cambridge University, pp. 295-314. https://doi.org/10.1017/9781108235532.018
Good C., Aronson J., Harder J.A. (2007) Problems in the Pipeline: Stereotype Threat and Women's Achievement in High Level Math Courses. Journal of Applied Developmental Psychology, vol. 29, no 1, pp. 17-28. https://doi.org/10.1016/j.appdev.2007.10.004
Goy S.C., Wong Y.L., Low W.Y. et al. (2018) Swimming against the Tide in STEM Education and Gender Equality: A Problem of Recruitment or Retention in Malaysia. Studies in Higher Education, vol. 43, no 11, pp. 1793-1809. https://doi.org/10.1080/03075079.2016.1277383
Heyder A., Kessels U. (2015) Do Teachers Equate Male and Masculine with Lower Academic Engagement? How Students' Gender Enactment Triggers Gender Stereotypes at School. Social Psychology of Education, vol. 18, no 3, pp. 467-485. https://doi.org/10.1007/s11218-015-9303-0
Inzlicht M., Ben-Zeev T. (2000) A Threatening Intellectual Environment: Why Females are Susceptible to Experiencing Problem-Solving Deficits in the Presence of Males. Psychological Science, vol. 11, no 5, pp. 365-371. https://doi.org/10.1111/1467-9280.00272
Jackson C., Dempster S. (2009) 'I Sat Back on My Computer… with a Bottle of Whisky Next to Me': Constructing 'Cool' Masculinity through 'Effortless' Achievement in Secondary and Higher Education. Journal of Gender Studies, vol. 18, no 4, pp. 341-356. https://doi.org/10.1080/09589230903260019
Jansen N., Joukes G. (2013) Long Term, Interrelated Interventions to Increase Women's Participation in STEM in the Netherlands. International Journal of Gender, Science and Technology, vol. 5, no 3, pp. 306-316. Available at: https://www.vhto.nl/fileadmin/user_upload/documents/publicaties/SEFI2015_VHTO_jansen_rev1.pdf (accessed 2 August 2022).
Ji P.Y., Lapan R.T., Tate K. (2004) Vocational Interests and Career Efficacy Expectations in Relation to Occupational Sex-Typing Beliefs for Eighth Grade Students. Journal of Career Development, vol. 31, no 2, pp. 143-154. https://doi.org/10.1177/089484530403100205
Johnson S., Li J., Kendall G., Strazdins L., Jacoby P. (2013) Mothers' and Fathers' Work Hours, Child Gender, and Behavior in Middle Childhood. Journal of Marriage and Family, vol. 75, no 1, pp. 56-74. https://doi.org/10.1111/j.1741-3737.2012.01030.x
Kessels U. (2015) Bridging the Gap by Enhancing the Fit: How Stereotypes about STEM Clash with Stereotypes about Girls. International Journal of Gender, Science and Technology, vol. 7, no 2, pp. 280-296.
Khasbulatova O.A., Smirnova I.N. (2020) Gendernye stereotipy v sifrovom obshchestve: sovremennye tendentsii [Gender Stereotypes in Digital Society: Modern Tendencies]. Narodonaselenie / Population, vol. 23, no 2, pp. 161-171. https://doi.org/10.19181/population.2020.23.2.14
Kim A.Y., Sinatra G.M., Seyranian V. (2018) Developing a STEM Identity among Young Women: A Social Identity Perspective. Review of Educational Research, vol. 88, no 4, pp. 589-625. https://doi.org/10.3102/0034654318779957
Kitada M., Harada J. (2019) Progress or Regress on Gender Equality: The Case Study of Selected Transport STEM Careers and Their Vocational Education and Training in Japan. Transportation Research Interdisciplinary Perspectives, vol. 1, Article no 100009. https://doi.org/10.1016/j.trip.2019.100009
Kugler A.D., Tinsley C.H., Ukhaneva O. (2021) Choice of Majors: Are Women Really Different from Men? Institute of Labor Economics Discussion Paper no 10947. Bonn: Institute of Labor Economics. https://doi.org/10.1016/j.econedurev.2021.102079
Lee J., Lee H.J., Song J., Bong M. (2021) Enhancing Children's Math Motivation with a Joint Intervention on Mindset and Gender Stereotypes. Learning and Instruction, vol. 73, Article no 101416. https://doi.org/10.1016/j.learninstruc.2020.101416
Lebedeva N.V., Vilkova K.A. (2022) Pochemu devushki ne vybirayut STEM: gendernye razlichiya v motivatsionnykh orientirakh [Why Girls Do Not Choose STEM? Gender Differences in Motivation]. Monitoring of Public Opinion: Economic and Social Changes, no 3, pp. 115-135. https://doi.org/10.14515/monitoring.2022.3.1923
Leslie S.J., Cimpian A., Meyer M., Freeland E. (2015) Expectations of Brilliance Underlie Gender Distributions across Academic Disciplines. Science, no 347(6219), pp. 262-265. https://doi.org/10.1126/science.1261375
Makarova E., Aeschlimann B., Herzog W. (2019) The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of Math and Science on Secondary Students' Career Aspirations. Frontiers in Education, vol. 4, Article no 60. https://doi.org/10.3389/feduc.2019.00060
Maloshonok N.G., Shcheglova I.A. (2020) Rol' gendernykh stereotipov v otseve studentov inzhenerno-tekhnicheskogo profilya [Role of Gender Stereotypes in Student Dropouts of STEM Programs]. Monitoring of Public Opinion: Economic and Social Changes, no 2, pp. 273-92. https://doi.org/10.14515/monitoring.2020.2.945
Mandel H., Semyonov M. (2005) Family Policies, Wage Structures, and Gender Gaps: Sources of Earnings Inequality in 20 Countries. American Sociological Review, vol. 70, no 6, pp. 949-967. https://doi.org/10.1177/000312240507000604
McClowry S.G., Rodriguez E.T., Tamis-LeMonda C.S., Spellmann M.E., Carlson A., Snow D. L. (2013) Teacher/Student Interactions and Classroom Behavior: The Role of Student Temperament and Gender. Journal of Research in Childhood Education, vol. 27, no 3, pp. 283-301. https://doi.org/10.1080/02568543.2013.796330
Nosek B.A., Banaji M.R., Greenwald A.G. (2002) Math = Male, Me = Female, therefore Math ≠ Me. Journal of Personality and Social Psychology, vol. 83, no 1, pp. 44-59. https://doi.org/10.1037//0022-3514.83.1.44
O'Dea R.E., Lagisz M., Jennions M. D., Nakagawa S. (2018) Gender Differences in Individual Variation in Academic Grades Fail to Fit Expected Patterns for STEM. Nature Communications, no 9, Article no 3777. https://doi.org/10.1038/s41467-018-06292-0
OECD (2015) Education at a Glance 2015: OECD Indicators. Paris: OECD.
Osumi N. (2018) Calling Rikejo: A Push for More Japanese Women of Science. Nature Index, no 555, Article no 59. https://doi.org/10.1038/d41586-018-02906-1
Panina S.V. (2018) Genderny aspect professional'nogo samoopredeleniya uchashcheysya molodyozhi [The Gender Aspect of Students' Professional Self-Determination]. Society: Sociology, Psychology, Pedagogics, no 1, pp. 93-96. https://doi.org/10.24158/spp.2018.1.17
Pickering M. (2001) Stereotyping: The Politics of Representation. Houndmills, Basingstoke, Hampshire, New York: Palgrave.
Prieto-Rodriguez E., Sincock K., Blackmore K. (2020) STEM Initiatives Matter: Results from a Systematic Review of Secondary School Interventions for Girls. International Journal of Science Education, vol. 42, no 7, pp. 1144-1161. https://doi.org/10.1080/09500693.2020.1749909
Reilly D., Neumann D.L., Andrews G. (2019) Investigating Gender Differences in Mathematics and Science: Results from the 2011 Trends in Mathematics and Science Survey. Research in Science Education, vol. 49, February, pp. 25-50. https://doi.org/10.1007/s11165-017-9630-6
Riegle-Crumb C., King B., Grodsky E., Muller C. (2012) The More Things Change, the More They Stay the Same? Prior Achievement Fails to Explain Gender Inequality in Entry Into STEM College Majors Over Time. American Educational Research Journal, vol. 49, no 6, pp. 1048-1073. https://doi.org/10.3102/0002831211435229
Schuster C., Martiny S.E. (2017) Not Feeling Good in STEM: Effects of Stereotype Activation and Anticipated Affect on Women's Career Aspirations. Sex Roles, vol. 76, no 1-2, pp. 40-55. https://doi.org/10.1007/s11199-016-0665-3
Šimunović M., Babarović T. (2020) The Role of Parents' Beliefs in Students' Motivation, Achievement, and Choices in the STEM Domain: A Review and Directions for Future Research. Social Psychology of Education, vol. 23, no 3, pp. 701-719. https://doi.org/10.1007/s11218-020-09555-1
Spencer S.J., Steele C.M., Quinn D.M. (1999) Stereotype Threat and Women's Math Performance. Journal of Experimental Social Psychology, vol. 35, no 1, pp. 4-28. https://doi.org/10.1006/jesp.1998.1373
Stoet G., Geary D. (2018) The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education. Psychological Science, vol. 29, no. 4, pp. 581-593. https://doi.org/10.1177/0956797617741719
Valla J.M., Williams W.M. (2012) Increasing Achievement and Higher-Education Representation of Under-Represented Groups in Science, Technology, Engineering and Mathematics Fields: A Review of Current K-12 Intervention Programs. Journal of Women and Minorities in Science and Engineering, vol. 18, no 1, pp. 21-53. https://doi.org/10.1615/JWomenMinorScienEng.2012002908
Weisgram E.S., Bigler R.S. (2007) Effects of Learning about Gender Discrimination on Adolescent Girls' Attitudes toward and Interest in Science. Psychology of Women Quarterly, vol. 31, no 3, pp. 262-269. https://doi.org/10.1111/j.1471-6402.2007.00369.x
Wilbourn M.P., Kee D.W. (2010) Henry the Nurse Is a Doctor Too: Implicitly Examining Children's Gender Stereotypes for Male and Female Occupational Roles. Sex Roles, vol. 62, no 9-10, pp. 670-683. https://doi.org/10.1007/s11199-010-9773-7
Zamiatnina E.S. (2017) Gendernye razlichiya pri vybore spetsial'nosti v vuze v sovremennoy Rossii [Gender-Related Differences in Speciality Choices in Russia]. Monitoring of Public Opinion: Economic and Social Changes, no 3, pp. 153-176. https://doi.org/10.14515/monitoring.2017.3.11
