Identity, Campus Climate, and Burnout Among Undergraduate Women in STEM Fields
Women remain underrepresented in science, technology, engineering, and mathematics (STEM), and these male‐dominated fields are often described as “chilly” and unwelcoming to women. This study examined the potential moderating effect of chilly climate on woman–scientist identity interference and acad...
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| Veröffentlicht in: | The Career development quarterly 2019-06, Vol.67 (2), p.96-109 |
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| creator | Jensen, Laura E. Deemer, Eric D. |
| description | Women remain underrepresented in science, technology, engineering, and mathematics (STEM), and these male‐dominated fields are often described as “chilly” and unwelcoming to women. This study examined the potential moderating effect of chilly climate on woman–scientist identity interference and academic burnout among 363 female undergraduate STEM students. Results indicated that identity interference related to greater emotional exhaustion, greater cynicism, and lower academic efficacy. A chillier climate related to more emotional exhaustion and cynicism. Furthermore, a positive relation was found between woman–scientist interference and cynicism when chilly climate was low or moderate. When interference was high, chilly climate did not have a relation with cynicism. When women experienced many threats (i.e., high chilly climate, high interference), they reached a threshold where additional emotional cost did not matter. Results highlight the importance of improving the campus climate for female scientists, as well as the need to assist female scientists in identity development. |
| doi_str_mv | 10.1002/cdq.12174 |
| format | Article |
| fullrecord | <record><control><sourceid>gale_proqu</sourceid><recordid>TN_cdi_proquest_journals_2238520203</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A593027741</galeid><sourcerecordid>A593027741</sourcerecordid><originalsourceid>FETCH-LOGICAL-c5454-658f93687730d275146a9631181350de7a5873ca74ab2e132825cb6238fff8c73</originalsourceid><addsrcrecordid>eNqN0ltr2zAUAGAzNljW7WH_QLCnQZzqYlnyY-beAlnLaMsehSIfeyq2nEoyW_79tKawBbIxCSQQ39E5EifL3hO8IBjTU9M8LggloniRzSgpSY5xwV9mMyxllReYVK-zNyE84DQEKWbZ9aoBF23czVGth-0UUN3bQUeYI-0a9GnybpwiWg6j69C9a8B3XjdTAujrOIBD1qHbu_PP6MJC34S32atW9wHePe8n2f3F-V19la9vLlf1cp0bXvAiL7lsK1ZKIRhuqOCkKHVVMkIkYRw3IDSXghktCr2hQBiVlJtNSZls21YawU6yD_t7t358nCBE9TCmUlNKRZPiFFPMfqtO96Csa8fotRlsMGrJK4apEAVJKj-iOnDgdT86aG06PvCLIz7NBgZrjgZ8PAhIJsKP2OkpBLW6vf5vKy_X_yr82Zqx76EDlT68vjn08z_8ZgrWQUhLsN23GPYpjpVi_BiCh1ZtfWoNv1MEq1_NplKzqadmS_Z0b7-nt-_-DlV99mUf8RPbTMz9</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2238520203</pqid></control><display><type>article</type><title>Identity, Campus Climate, and Burnout Among Undergraduate Women in STEM Fields</title><source>Education Source (EBSCOhost)</source><source>Wiley Online Library Journals Frontfile Complete</source><source>EBSCOhost Business Source Complete</source><creator>Jensen, Laura E. ; Deemer, Eric D.</creator><creatorcontrib>Jensen, Laura E. ; Deemer, Eric D.</creatorcontrib><description>Women remain underrepresented in science, technology, engineering, and mathematics (STEM), and these male‐dominated fields are often described as “chilly” and unwelcoming to women. This study examined the potential moderating effect of chilly climate on woman–scientist identity interference and academic burnout among 363 female undergraduate STEM students. Results indicated that identity interference related to greater emotional exhaustion, greater cynicism, and lower academic efficacy. A chillier climate related to more emotional exhaustion and cynicism. Furthermore, a positive relation was found between woman–scientist interference and cynicism when chilly climate was low or moderate. When interference was high, chilly climate did not have a relation with cynicism. When women experienced many threats (i.e., high chilly climate, high interference), they reached a threshold where additional emotional cost did not matter. Results highlight the importance of improving the campus climate for female scientists, as well as the need to assist female scientists in identity development.</description><identifier>ISSN: 0889-4019</identifier><identifier>EISSN: 2161-0045</identifier><identifier>DOI: 10.1002/cdq.12174</identifier><language>eng</language><publisher>Alexandria: National Career Development Association</publisher><subject>academic burnout ; Alienation ; Beliefs ; Burnout ; Career development planning ; Careers ; chilly climate ; College campuses ; College Environment ; College students ; Competence ; Cynicism ; Disproportionate Representation ; Educational Facilities Improvement ; Educational psychology ; Engineering ; Environmental Influences ; Female identity ; Females ; Gender identity ; Group Membership ; Higher education ; Learner Engagement ; Males ; Negative Attitudes ; Perceptions ; Persistence ; Personality ; School environment ; Science ; Science Careers ; science identity ; Scientists ; Self Actualization ; Self Efficacy ; Sex Stereotypes ; Social aspects ; Social psychology ; STEM ; STEM education ; Stereotypes ; Student Attitudes ; Students ; Technology ; Theory ; White Students ; Women ; Women college students ; Women Scientists</subject><ispartof>The Career development quarterly, 2019-06, Vol.67 (2), p.96-109</ispartof><rights>2019 by the National Career Development Association. All rights reserved.</rights><rights>COPYRIGHT 2019 National Career Development Association</rights><rights>COPYRIGHT 2019 National Career Development Association</rights><rights>Copyright Blackwell Publishing Ltd. Jun 2019</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c5454-658f93687730d275146a9631181350de7a5873ca74ab2e132825cb6238fff8c73</citedby><cites>FETCH-LOGICAL-c5454-658f93687730d275146a9631181350de7a5873ca74ab2e132825cb6238fff8c73</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fcdq.12174$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fcdq.12174$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,45550,45551</link.rule.ids></links><search><creatorcontrib>Jensen, Laura E.</creatorcontrib><creatorcontrib>Deemer, Eric D.</creatorcontrib><title>Identity, Campus Climate, and Burnout Among Undergraduate Women in STEM Fields</title><title>The Career development quarterly</title><addtitle>Career Development Quarterly</addtitle><description>Women remain underrepresented in science, technology, engineering, and mathematics (STEM), and these male‐dominated fields are often described as “chilly” and unwelcoming to women. This study examined the potential moderating effect of chilly climate on woman–scientist identity interference and academic burnout among 363 female undergraduate STEM students. Results indicated that identity interference related to greater emotional exhaustion, greater cynicism, and lower academic efficacy. A chillier climate related to more emotional exhaustion and cynicism. Furthermore, a positive relation was found between woman–scientist interference and cynicism when chilly climate was low or moderate. When interference was high, chilly climate did not have a relation with cynicism. When women experienced many threats (i.e., high chilly climate, high interference), they reached a threshold where additional emotional cost did not matter. Results highlight the importance of improving the campus climate for female scientists, as well as the need to assist female scientists in identity development.</description><subject>academic burnout</subject><subject>Alienation</subject><subject>Beliefs</subject><subject>Burnout</subject><subject>Career development planning</subject><subject>Careers</subject><subject>chilly climate</subject><subject>College campuses</subject><subject>College Environment</subject><subject>College students</subject><subject>Competence</subject><subject>Cynicism</subject><subject>Disproportionate Representation</subject><subject>Educational Facilities Improvement</subject><subject>Educational psychology</subject><subject>Engineering</subject><subject>Environmental Influences</subject><subject>Female identity</subject><subject>Females</subject><subject>Gender identity</subject><subject>Group Membership</subject><subject>Higher education</subject><subject>Learner Engagement</subject><subject>Males</subject><subject>Negative Attitudes</subject><subject>Perceptions</subject><subject>Persistence</subject><subject>Personality</subject><subject>School environment</subject><subject>Science</subject><subject>Science Careers</subject><subject>science identity</subject><subject>Scientists</subject><subject>Self Actualization</subject><subject>Self Efficacy</subject><subject>Sex Stereotypes</subject><subject>Social aspects</subject><subject>Social psychology</subject><subject>STEM</subject><subject>STEM education</subject><subject>Stereotypes</subject><subject>Student Attitudes</subject><subject>Students</subject><subject>Technology</subject><subject>Theory</subject><subject>White Students</subject><subject>Women</subject><subject>Women college students</subject><subject>Women Scientists</subject><issn>0889-4019</issn><issn>2161-0045</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>N95</sourceid><sourceid>8G5</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNqN0ltr2zAUAGAzNljW7WH_QLCnQZzqYlnyY-beAlnLaMsehSIfeyq2nEoyW_79tKawBbIxCSQQ39E5EifL3hO8IBjTU9M8LggloniRzSgpSY5xwV9mMyxllReYVK-zNyE84DQEKWbZ9aoBF23czVGth-0UUN3bQUeYI-0a9GnybpwiWg6j69C9a8B3XjdTAujrOIBD1qHbu_PP6MJC34S32atW9wHePe8n2f3F-V19la9vLlf1cp0bXvAiL7lsK1ZKIRhuqOCkKHVVMkIkYRw3IDSXghktCr2hQBiVlJtNSZls21YawU6yD_t7t358nCBE9TCmUlNKRZPiFFPMfqtO96Csa8fotRlsMGrJK4apEAVJKj-iOnDgdT86aG06PvCLIz7NBgZrjgZ8PAhIJsKP2OkpBLW6vf5vKy_X_yr82Zqx76EDlT68vjn08z_8ZgrWQUhLsN23GPYpjpVi_BiCh1ZtfWoNv1MEq1_NplKzqadmS_Z0b7-nt-_-DlV99mUf8RPbTMz9</recordid><startdate>201906</startdate><enddate>201906</enddate><creator>Jensen, Laura E.</creator><creator>Deemer, Eric 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Campus Climate, and Burnout Among Undergraduate Women in STEM Fields</title><author>Jensen, Laura E. ; Deemer, Eric D.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5454-658f93687730d275146a9631181350de7a5873ca74ab2e132825cb6238fff8c73</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>academic burnout</topic><topic>Alienation</topic><topic>Beliefs</topic><topic>Burnout</topic><topic>Career development planning</topic><topic>Careers</topic><topic>chilly climate</topic><topic>College campuses</topic><topic>College Environment</topic><topic>College students</topic><topic>Competence</topic><topic>Cynicism</topic><topic>Disproportionate Representation</topic><topic>Educational Facilities Improvement</topic><topic>Educational psychology</topic><topic>Engineering</topic><topic>Environmental Influences</topic><topic>Female identity</topic><topic>Females</topic><topic>Gender 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Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>The Career development quarterly</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Jensen, Laura E.</au><au>Deemer, Eric D.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Identity, Campus Climate, and Burnout Among Undergraduate Women in STEM Fields</atitle><jtitle>The Career development quarterly</jtitle><addtitle>Career Development Quarterly</addtitle><date>2019-06</date><risdate>2019</risdate><volume>67</volume><issue>2</issue><spage>96</spage><epage>109</epage><pages>96-109</pages><issn>0889-4019</issn><eissn>2161-0045</eissn><abstract>Women remain underrepresented in science, technology, engineering, and mathematics (STEM), and these male‐dominated fields are often described as “chilly” and unwelcoming to women. This study examined the potential moderating effect of chilly climate on woman–scientist identity interference and academic burnout among 363 female undergraduate STEM students. Results indicated that identity interference related to greater emotional exhaustion, greater cynicism, and lower academic efficacy. A chillier climate related to more emotional exhaustion and cynicism. Furthermore, a positive relation was found between woman–scientist interference and cynicism when chilly climate was low or moderate. When interference was high, chilly climate did not have a relation with cynicism. When women experienced many threats (i.e., high chilly climate, high interference), they reached a threshold where additional emotional cost did not matter. Results highlight the importance of improving the campus climate for female scientists, as well as the need to assist female scientists in identity development.</abstract><cop>Alexandria</cop><pub>National Career Development Association</pub><doi>10.1002/cdq.12174</doi><tpages>14</tpages></addata></record> |
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| ispartof | The Career development quarterly, 2019-06, Vol.67 (2), p.96-109 |
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| source | Education Source (EBSCOhost); Wiley Online Library Journals Frontfile Complete; EBSCOhost Business Source Complete |
| subjects | academic burnout Alienation Beliefs Burnout Career development planning Careers chilly climate College campuses College Environment College students Competence Cynicism Disproportionate Representation Educational Facilities Improvement Educational psychology Engineering Environmental Influences Female identity Females Gender identity Group Membership Higher education Learner Engagement Males Negative Attitudes Perceptions Persistence Personality School environment Science Science Careers science identity Scientists Self Actualization Self Efficacy Sex Stereotypes Social aspects Social psychology STEM STEM education Stereotypes Student Attitudes Students Technology Theory White Students Women Women college students Women Scientists |
| title | Identity, Campus Climate, and Burnout Among Undergraduate Women in STEM Fields |
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