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January 1, 2014Journal of Women and Minorities in Science and Engineering

Using and Doing Science: Gender, Self-Efficacy, and Science Identity of Undergraduate Students in Stem

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Authors

MWMontrischa WilliamsUniversity of Illinois Urbana-ChampaignCGCasey E. George‐JacksonDePaul University

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Implication

Investigates science identity and self-efficacy in STEM fields, affecting student engagement and persistence.

Key Points

  • This research examines how gender influences science identity and self-efficacy among undergraduate STEM students.
  • Analyzed online survey results from 1,881 undergraduate students
  • Explored differences in self-efficacy and science identity by STEM major
  • Used regression analysis to assess the impact of science identity and self-efficacy on using and doing science.
  • Males reported a higher science identity and self-efficacy compared to females
  • Self-efficacy showed the greatest positive impact on using and doing science
  • Science identity positively influenced student engagement in STEM fields.

Cite This Study

Williams et al. (2014) studied this question.

synapsesocial.com/papers/69dc08682dc558e33e374985https://doi.org/10.1615/jwomenminorscieneng.2014004477
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