Career Stereotypes and Identities

Career Stereotypes and Identities

In the article “Career Stereotypes and Identities: Implicit Beliefs and Major Choice for College Women and Men in STEM and Female-Dominated Fields (2019),” Dunlap and Barth examine the gendered nature of the beliefs people hold concerning STEM careers. By focusing on getting a better understanding of the gendered nature of the beliefs that relate to STEM careers, the authors shed more light on factors that relate to the STEM gender gap. In their analysis, they claim that both implicit and explicit beliefs have a relationship with the gendered outcomes. As a result, they suggest that implicit beliefs should not assume non-existence explicit beliefs. According to labor statistics, stereotypical beliefs hinder qualified women from pursuing STEM careers (Xue and Larson, 2015). As a result, workplaces experience critical shortages. Most men in the past who used to earn and support their families have shifted towards careers that mainly comprise of analytical skills. In contrast, women, have migrated towards social sensitivity and nurturance fields following their historical values of caring for their homes and children. These gender divisions give rise to stereotypes regarding the suitability of genders regarding different STEM careers

This research offers a descriptive study on the role of romantic relationships of female STEM majors. Researchers like Park asserts that women see relationship goals as incompatible with STEM careers (Park et al., 2011). They collected data using a survey where researchers issued surveys to a section of undergraduate students taking STEM courses. The study uses a sample size of 121 couples, which comprises of 242 individuals. The researchers made a few changes to the sample size due to the prevailing conditions such as change of majors, and some were of the same gender. The final sample size of the research comprised of 117 couples. During the research process, couples came to the session together but carried out assessments individually. Each session during the assessment took approximately 70 minutes..

The article investigates the relationship between partner major in STEM careers and gender. To achieve its aim, the researchers set out four significant objectives that guided their research. All the objectives revolved around career stereotyping and identities related to gender. Firstly, conducting a comparison study between STEM identities and stereotypes regarding STEM genders. Secondly, to study the relation of choosing a major and the combined influence of STEM stereotypes and identity. Thirdly, to examine the behavior of men in a relationship with STEM women and compare their stereotypical nature with other men. Lastly, to study couples with women pursuing STEM majors, their perception of STEM stereotypes as compared to couples where women pursue FDMs.

The findings of the research indicated that college women who majored in STEM careers had weak implicit associations with the concept of male science careers. They also associated themselves with science careers. The results also indicated that the impacts of implicitly held career stereotypes were partially influenced by implicit career identity.  The research was limited by the complexity of the relationships that existed between its hypothesis. The study indicates that although there are implicit STEM female stereotypes, there is a bias association between males and females.

The research uses a proper recruitment pattern for its participants. The selection of undergraduate students who major in STEM courses forms an appropriate population for this study.  It also uses an appropriate procedure when assessing couples and on an individual basis to get specific ideas and opinions of the participants. The research is focused and does not shift away from the main objectives. By focusing on the four main objectives, the research has successfully achieved its aims following the results presented. The results of the first objective depict a significant impact of stereotypes in making career decisions for an individual.

Moreover, the research has a logical arrangement, which makes it easy to understand. After carrying a literature review of the various research carried out concerning the same topic, the article describes the current study, methodology, participants of the study, objectives, analysis, and the findings of the research. The results of the study are appropriate since they are empirically grounded based on the empirical data that the researchers obtained while carrying out their research. With the methods used by the researchers, it is evident that they did better research work.

In conclusion, the article began with the premise that implicit associations and stereotyping influence individuals in pursuing STEM careers. This article is an excellent resource on the topic of career stereotypes and identities and how stereotyping influences career paths, especially on STEM courses. The research conclusively demonstrates the effect of stereotyping on STEM career pursuit concerning gender challenging hypotheses. However, it fails to recognize the level at which parents influence the choice of career paths of their children. Nevertheless, the article provides important information that can help women to find motivation in pursuing STEM careers.

References

Dunlap, S. T., & Barth, J. M. (2019). Career Stereotypes and Identities: Implicit Beliefs and Major Choice for College Women and Men in STEM and Female-Dominated Fields. Sex Roles, 81(9-10), 548-560.

Park, L. E., Young, A. F., Troisi, J. D., & Pinkus, R. T. (2011). Effects of everyday romantic goal pursuit on women’s attitudes toward math and science. Personality and Social Psychology Bulletin, 37, 1259–1273

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