"Women are often subjected by others to the stereotypical belief that they are incapable of being scientists," said Deemer. "This may be because, for instance, they are assumed to lack the mathematical ability needed to perform scientific tasks."
"It is thus possible that the absence or presence of stereotype threat cues in the laboratory classroom can determine the types of achievement goals women adopt, in turn leading to changes in scientific motivation."
According to Deemer's study titled, "The Mediating Role of Stereotype Threat and Achievement Goals in the Regulation of Scientific Motivation," maintaining and/or generating student interest in science is an ongoing challenge for educators. These efforts have been particularly problematic with respect to women as they are severely underrepresented in STEM occupations.
Deemer, along with co-investigator Dr. Jessi Smith of Montana State University, will study 2,500 college students enrolled in science laboratory classes at Louisiana Tech and Montana State. They expect their results will form the basis for practical recommendations regarding pedagogical and career intervention strategies.
Provided by Louisiana Tech University
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