When an academic culture based on self-enhancement values undermines female students’ sense of belonging, self-efficacy, and academic choices
| Autor: | Cristina Aelenei, Céline Darnon, Delphine Martinot, Alyson Sicard |
|---|---|
| Přispěvatelé: | Laboratoire de Psychologie Sociale : contextes et régulation (LPS (URP_4471)), Université Paris Cité (UPCité), Laboratoire de Psychologie Sociale et Cognitive (LAPSCO), Université Clermont Auvergne [2017-2020] (UCA [2017-2020])-Centre National de la Recherche Scientifique (CNRS), Laboratoire de Psychologie Sociale et Cognitive - Clermont Auvergne (LAPSCO), Université Clermont Auvergne (UCA)-Centre National de la Recherche Scientifique (CNRS), Université de Paris (UP) |
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Adult
Male Academic self-efficacy Social Values Universities Social Psychology Higher education Sense of belonging [SHS.PSY]Humanities and Social Sciences/Psychology 050109 social psychology Young Adult Gendered values Self-enhancement Humans Women 0501 psychology and cognitive sciences Students 10. No inequality Female students ComputingMilieux_MISCELLANEOUS Self-efficacy Career Choice business.industry Academic culture 4. Education 05 social sciences 050301 education Achievement Self Efficacy Academic choices [SCCO.PSYC]Cognitive science/Psychology Female Psychology business [SHS.GENRE]Humanities and Social Sciences/Gender studies 0503 education Social psychology |
| Zdroj: | Journal of Social Psychology Journal of Social Psychology, 2020, 160 (3), pp.373-389. ⟨10.1080/00224545.2019.1675576⟩ Journal of Social Psychology, Taylor & Francis (Routledge), 2019, pp.1-17. ⟨10.1080/00224545.2019.1675576⟩ Journal of Social Psychology, Taylor & Francis (Routledge), 2020, 160 (3), pp.373-389. ⟨10.1080/00224545.2019.1675576⟩ |
| ISSN: | 0022-4545 1940-1183 |
| DOI: | 10.1080/00224545.2019.1675576⟩ |
| Popis: | International audience; Although overall women are better represented in higher education than men, women's psychological experience in various academic contexts is qualified by a decreased sense of belonging and academic self-efficacy, including in fields where they are not targeted by a negative stereotype. To clarify this phenomenon, we develop the hypothesis of a mismatch between female students' values and the values associated with success in the increasingly selective realm of higher education. We argue that, whatever the fields of study, these values are self-enhancement values (competitiveness, self-affirmation, dominance). Three studies showed that when success was depicted in terms of self-enhancement values, women-but not men-expressed a lower sense of belonging, had lower self-efficacy and were less likely to pursue a given academic opportunity both in STEM and non-STEM fields of study. These effects did not appear in an academic context depicting success as being rooted in self-transcendence values (helpfulness, cooperation, benevolence). |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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