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Gendered Pathways Toward STEM Careers: The Incremental Roles of Work Value Profiles Above Academic Task Values.

ABSTRACT: Drawing on Eccles' expectancy-value model of achievement-related choices, we examined how work values predict individual and gender differences in sciences, technology, engineering, and math (STEM) participations in early adulthood (ages of 25/27, 6 or 8 years after postsecondary school), controlling for subjective task values attached to academic subjects in late adolescence (11th grade, age 18). The study examined 1,259 Finnish participants using a person-oriented approach. Results showed that: (a) we could identify four profile groups based on five core work values (society, family, monetary, career prospects, and working with people); (b) work-value profiles predicted young adults actual STEM participation in two fields: math-intensive and life science occupations above and beyond academic task values (e.g., math/science) and background information; (c) work-value profiles also differentiate between those who entered support- vs. professional-level STEM jobs; and (d) gender differences in work value profiles partially explained the differential representation of women across STEM sub-disciplines and the overall underrepresentation of women in STEM fields.

SUBMITTER: Guo J

PROVIDER: S-EPMC6050506 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature

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Gendered Pathways Toward STEM Careers: The Incremental Roles of Work Value Profiles Above Academic Task Values.

Guo Jiesi J Eccles Jacquelynne Sue JS Sortheix Florencia M FM Salmela-Aro Katariina K

Frontiers in psychology 20180702

Drawing on Eccles' expectancy-value model of achievement-related choices, we examined how work values predict individual and gender differences in sciences, technology, engineering, and math (STEM) participations in early adulthood (ages of 25/27, 6 or 8 years after postsecondary school), controlling for subjective task values attached to academic subjects in late adolescence (11th grade, age 18). The study examined 1,259 Finnish participants using a person-oriented approach. Results showed that ...[more]

PMID: 30050478

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Project description:IntroductionAcademic medicine continues to struggle in its efforts to compensate scholarly productivity. Academic achievements receive less recognition compared to clinical work, evidenced by a lack of reduced clinical hours or financial incentive. Core departmental education responsibilities are often distributed inequitably across academic departments. An approach using an incentive program, which emphasizes transparency, equity, and consensus may help academic departments share core education responsibilities and reward scholarly activity.MethodsWe launched a two-stage approach to confront the inequitable distribution of educational responsibilities and to recognize the scholarly work among our faculty. In the first stage, baseline education expectations were implemented for all faculty members, which included accountability procedures tied to a financial incentive. The second stage involved the creation of an aAcademic rRelative vValue uUnit (ARVU) system which contained additional activities that were derived and weighted based on stakeholder consensus. The points earned in the ARVU system were applied towards additional financial incentive at academic year-end. We compared education contributions before and after implementation as well as total points earned in the ARVU system.ResultsIn the first year of implementing education expectations, 87% of faculty fulfilled requirements. Those with a heavier clinical load made up the majority of deficient faculty. Those who did not meet education expectations were notified and had their year-end incentive reduced to reflect this. Faculty conference attendance increased by 21% (P<.001) and the number of resident assessments completed increased by 30% (P<.001) compared to the previous year. To date, faculty across the department have logged a total of 1,240 academic activities in the database, which will be converted into financial bonus amounts at year-end.ConclusionWe have seen significant increases in faculty participation in educational activities and learner assessments as well as documentation of activities in the ARVU system. A similar system using different specialty-specific activities may be generalizable and employed at other institutions.

Dataset Information

Gendered Pathways Toward STEM Careers: The Incremental Roles of Work Value Profiles Above Academic Task Values.

Publications

Gendered Pathways Toward STEM Careers: The Incremental Roles of Work Value Profiles Above Academic Task Values.

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