Understanding women's self-efficacy beliefs and career choices in chemistry

Megan L Grunert, Purdue University

Abstract

This study identified the factors and experiences that contribute to the development of women's self-efficacy beliefs in chemistry; how women's self-efficacy beliefs contribute to their education and career decisions; and how women's self-efficacy beliefs in science and chemistry change over time. This was accomplished through a comparison of self-efficacy beliefs among female chemistry graduate and undergraduate students. Data collection included a self-efficacy survey and three in-depth interviews with the participants. The data were used to construct narratives for each of the participants, which were then analyzed to identify commonalities and differences among the participants. These emergent threads were correlated with the theoretical sources that contribute to the development and modification of self-efficacy beliefs. This study showed that the women's efficacy beliefs were positively influenced primarily by mastery experiences and social support. Inaccurate social comparisons undermined their perceived self-efficacy. Finally, the women in this study used value judgments of available careers when making occupational choices. Results of this study will inform researchers, teachers, and parents of which factors are most influential in women's development of positive self-efficacy beliefs towards chemistry and science.

Degree

M.S.

Advisors

Bodner, Purdue University.

Subject Area

Womens studies|Educational psychology|Occupational psychology|Science education

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