Stigma Consciousness in the Classroom: A Comparison of Pakistani Women’s Motivation and Well-being in Science and Non-science Fields of Study

Stigma Consciousness in the Classroom: A Comparison of Pakistani Women’s Motivation and... Drawing from the Stereotyped Task Engagement Process (Smith, Educational Psychology Review, 16: 177–206, 2004) we compared undergraduate women in Pakistan majoring in science (51%) and non-science (49%) on their self-reported academic experiences. Results showed women in science fields who were gender atypical reported higher levels of stigma consciousness. This stigma consciousness influenced academic motivation and well-being, particularly as a function of field of study and gender typicality. Specifically, performance-avoidance goal adoption was highest and well being was lowest among atypical women who were high in stigma consciousness studying science especially compared to those in non-science fields who were more gender-typical and less stigma conscious. Implications for enhancing the academic experience for all women in the face of stigma are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sex Roles Springer Journals

Stigma Consciousness in the Classroom: A Comparison of Pakistani Women’s Motivation and Well-being in Science and Non-science Fields of Study

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Publisher
Springer US
Copyright
Copyright © 2007 by Springer Science+Business Media, LLC
Subject
Psychology; Gender Studies; Sociology, general; Medicine/Public Health, general
ISSN
0360-0025
eISSN
1573-2762
D.O.I.
10.1007/s11199-007-9217-1
Publisher site
See Article on Publisher Site

Abstract

Drawing from the Stereotyped Task Engagement Process (Smith, Educational Psychology Review, 16: 177–206, 2004) we compared undergraduate women in Pakistan majoring in science (51%) and non-science (49%) on their self-reported academic experiences. Results showed women in science fields who were gender atypical reported higher levels of stigma consciousness. This stigma consciousness influenced academic motivation and well-being, particularly as a function of field of study and gender typicality. Specifically, performance-avoidance goal adoption was highest and well being was lowest among atypical women who were high in stigma consciousness studying science especially compared to those in non-science fields who were more gender-typical and less stigma conscious. Implications for enhancing the academic experience for all women in the face of stigma are discussed.

Journal

Sex RolesSpringer Journals

Published: May 8, 2007

References

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