Good 2012 Why Do Women Opt Out
Introduction
Authors: Catherine Good, Aneeta Rattan, Carol S. Dweck
Focus: Sense of belonging in mathematics and its impact on women's participation
Sense of Belonging
Definition: Feelings of membership and acceptance in the math domain
New scale developed to measure sense of belonging to math
Studies show a correlation between sense of belonging and intent to pursue future math studies (Studies 1-2)
Gender Representation Gap in Mathematics
Historically, men dominate in math-related fields, evidenced by percentages of doctoral degrees:
Women earned 24% of math doctorates in 2003
Women earned 17% of engineering doctorates during the same time
Argument against discrimination suggests women's lack of desire for math as a reason for underrepresentation
Need to explore psychological and environmental factors influencing willingness to study math
Factors Affecting Sense of Belonging
Fixed mindset vs. growth mindset in math ability
Fixed Mindset: Belief that math ability is unchangeable (detrimental to belonging)
Growth Mindset: Belief that ability can be developed (helps maintain belonging)
Impact of stereotypes on women's sense of belonging in mathematics
Stereotypes suggesting women have less math ability than men erode women's belonging
Importance of Sense of Belonging
Baumeister and Leary (1995): Belonging needs as fundamental human motives
Low sense of belonging leads to opting out of math despite high achievement levels
Emphasizes individual beliefs about acceptance in academia and perceived value by peers as critical for continuing in math
Environmental Influences on Belonging
Negative stereotypes surround women in math
Example: Suggestions from prominent figures that women lack math capability
Psychological processes triggered by stereotypes undermine performance and sense of belonging
Implicit Theories of Intelligence
Cultures of talent present in math field may undermine belonging
Two perspectives:
Entity Theory: Ability is fixed; discourages engagement in challenging tasks
Incremental Theory: Ability can be developed; encourages facing challenges, improving learning
Hypotheses of the Study
High sense of belonging correlates with higher intentions to pursue math
Women perceive fixed math environments leading to lower sense of belonging
Maladaptive environments can decrease women's intention for future math involvement
Study Overview and Methodology
Study 1: Development of the Sense of Belonging to Math Scale
Total respondents: 997 (465 men, 532 women)
Explored factor structure and confirmed via exploratory factor analysis
Study 2: Validity and Predictive Power of the Scale
Confirmed that sense of belonging predicts intent to pursue math over other variables
Participants completed the scale twice to establish test-retest reliability
Study Results and Findings
Significant predictors identified for women's intent to pursue math
Importance of sense of belonging as a mediator impacting women’s future participation in math
Long-term effects of negative stereotypes and perceptions of fixed ability on belonging
Longitudinal Study (Study 3)
Examined calculus students’ sense of belonging over a semester
Results suggested women’s sense of belonging drops under fixed ability messages and gender stereotypes
Stereotype perceptions minimized belonging and negatively influenced future persistence in mathematics
General Discussion
Sense of belonging critical for both men's and women's academic choices in math
Found that improved belonging leads to better motivation and achievement in mathematics courses
Need for educational environments that promote flexibility in perceptions of ability to foster belongingness
Conclusion
Sense of belonging plays a vital role in mitigating effects of stereotypes and influencing participation in math
Educational institutions must communicate the malleable nature of abilities to improve representation of women in math fields
References
(Extensive citation list to support findings and arguments presented in the studies)