ASQ - Education Division

Pedagogical Environments in Chemistry: Effects on Women's Self-Efficacy Beliefs

Abstract: This conference paper is authored by Megan L. Grunert, Western Michigan University and George M. Bodner, Purdue University. The paper is part of the 2013 ASQ Advancing the STEM Agenda Conference proceedings.

The underrepresentation of women in STEM fields has been an area of national focus for several decades. Research has focused on many areas, educational levels, and theoretical constructs in an effort to understand the continued shortage of girls and women in STEM. Self-efficacy beliefs have been strongly correlated to choice of academic major, persistence, and career interests. This qualitative study investigated the experiences and self-efficacy beliefs of women in chemistry, with a focus on understanding the role of pedagogical environments in the development of self-efficacy beliefs. Through a series of interviews, participants discussed their entry into a chemistry academic program, their progress, and their future goals.

Keywords: Conference Proceedings - Women and Girls in STEM

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