scholarly journals New Management Approaches in Digitized Work as the Cure for Inequality?

2021 ◽  
Vol 10 (4) ◽  
pp. 124
Author(s):  
Amelie Tihlarik ◽  
Stefan Sauer
Keyword(s):  
Software Development ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Technology Development ◽  
Commercial Technology ◽  
Management Roles ◽  
Specific Activities ◽  
Management Approaches ◽  
And Gender

Due to the increasing importance of digitization, ICT and engineering sectors are also growing. In these sectors, there are a lot of high-qualified and well-paid jobs. However, despite the growing importance and popularity of digital solutions, one fact (at least) is, unfortunately, still very stable within the ICT and engineering sectors: When it comes to employees, there are still huge differences with respect to gender and gender stereotypes. (Commercial) technology development can be regarded as having masculine connotations both structurally and culturally. Therefore, we address these connotations, especially the roles of androcentric bureaucracy, which could be described as hierarchical, technocentric, and very controlling-oriented, and (the structural possibilities of) self-efficacy. We discuss, conceptually and empirically with a focus on software development, whether new management approaches like agile frameworks and new management roles like Feel-good Managers and Scrum Master could be seen as a cure for inequality or if there are new stereotypical gender-related ascriptions for specific activities or processes.

An investigation of STEM Interest, Mathematics Beliefs and gender stereotypes among pre-service early childhood educators

2020 ◽  
Author(s):  
Thomas Delahunty ◽  
Máire Ní Ríordáin ◽  
Mark Prendergast
Keyword(s):  
Early Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Gender Stereotype ◽  
Early Childhood Teacher ◽  
Cultural Barriers ◽  
Global Issue ◽  
Underrepresentation Of Women ◽  
And Gender ◽  
Stem Interest

BackgroundThe underrepresentation of women in STEM fields is a pervasive global issue. Despite evidence casting doubt on the preconceived notions that males outperform females in these domains, gender stereotype beliefs persist and have been highlighted as potential cultural barriers limiting females opportunities. Gender stereotype and ability beliefs emerge in early childhood and recent evidence has highlighted early childhood education as a promising period for the cultivation of positive STEM dispositions. AimsThis study investigated gender stereotype beliefs, mathematical self-beliefs and STEM attitudes among a sample of pre-service early childhood teachers to assess the existence of stereotype endorsements and predictive relationships with STEM interests.SampleParticipants were pre-service early childhood teacher (N=74), mean age 21.17 years, 4 males and 70 femalesMethodsElectronic surveys utilising a series of pre-established scales, measuring gender stereotype bias from ability and cultural perspectives, mathematical self-belief variables (self-efficacy, self-concept, anxiety), and interest in STEM, were distributed. ResultsRegression analysis reveal previous level of mathematical study at secondary school, social persuasions as a sources of self-efficacy and gender stereotype endorsements as significant predictors of overall attitude to STEMConclusions Findings suggest the importance of previous school experience and social influences as well as participants’ gender stereotype endorsements in influencing interest in STEM. These data are discussed in light of implications for teachers; future practice and teacher education

scholarly journals Parental Support, Self-Efficacy Beliefs, Outcome Expectations and Interests in Science, Technology, Engineering and Mathematics (STEM)

2019 ◽  
Vol 18 (2) ◽  
pp. 1-15 ◽  
Author(s):  
Carmen María Fernández García ◽  
Susana Torío-López ◽  
Omar García-Pérez ◽  
Mercedes Inda-Caro
Keyword(s):  
Secondary Education ◽  
Gender Stereotypes ◽  
Parental Support ◽  
Self Efficacy ◽  
Structural Equation ◽  
Descriptive Analysis ◽  
Outcome Expectations ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
And Gender

The main objective of the paper will be to analyze the influence of parental academic expectations and gender stereotypes in secondary education students’ self-efficacy beliefs, outcome expectations, and interests. 2364 students in their final year of Lower Secondary Education participated in the study in Spain. Data have been analyzed combining three procedures: descriptive analysis, comparison of means and structural equation modeling. The results indicate that boys perceive higher parental support than girls in technology and computing. Regarding gender stereotypes, boys perceive higher parental gender stereotypes than girls in technology/computing and science. In our sample, perceived parental support and gender stereotypes do not have a direct influence on outcome expectations and interest, however, self-efficacy beliefs do influence outcome expectations and interest.

scholarly journals Expected and unexpected effects of sexism on women’s mathematics performance

2019 ◽  
Vol 53 (1) ◽  
pp. 28-44
Author(s):  
Vanessa Smith-Castro ◽  
Eiliana Montero-Rojas ◽  
Tania Elena Moreira-Mora ◽  
José Andrey Zamora-Araya
Keyword(s):  
Gender Stereotypes ◽  
Self Efficacy ◽  
Math Performance ◽  
Hostile Sexism ◽  
University Women ◽  
Social Sciences And Humanities ◽  
Model Adjustment ◽  
School Girls ◽  
And Gender

Research has shown that gender differences in Math performance are partially predicted by sociocultural aspects such as sexist ideologies and stereotypes. This study examined sexist ideologies as predictors of women´s achievement in standardized Math tests, and the mediation role of Math-gender stereotypes and Math self- efficacy, while controlling for abstract reasoning, among high-school girls (H.S.), and university women majoring Social Sciences and Humanities (SSH), and in Science, Technology, Engineering and Math (STEM). Among H.S. girls, data showed the expected indirect effect of Math gender stereotypes on Math achievement via Math self-efficacy. Among university students, model adjustment was less optimal. An unexpected positive relationship between hostile sexism and Math performance in STEM fields emerged. Out data suggest several mechanisms by which ideologies and gender stereotypes affect women´s Math performance.

Personality's Correlates of Adult Development and Aging

2003 ◽  
Vol 8 (3) ◽  
pp. 131-147 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Mariagiovanna Caprara ◽  
Patrizia Steca
Keyword(s):  
Personality Traits ◽  
Adult Development ◽  
Self Efficacy ◽  
Age Groups ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Cross Sectional ◽  
Education And Health ◽  
Development And Aging ◽  
And Gender

Three cross-sectional studies examined stability and change in personality over the course of life by measuring the relations linking age to personality traits, self-efficacy beliefs, values, and well-being in large samples of Italian male and female participants. In each study, relations between personality and age were examined across several age groups ranging from young adulthood to old age. In each study, personality constructs were first examined in terms of mean group differences accrued by age and gender and then in terms of their correlations with age across gender and age groups. Furthermore, personality-age correlations were also calculated, controlling for the demographic effects accrued by marital status, education, and health. Findings strongly indicated that personality functioning does not necessarily decline in the later years of life, and that decline is more pronounced in males than it is in females across several personality dimensions ranging from personality traits, such as emotional stability, to self-efficacy beliefs, such as efficacy in dealing with negative affect. Findings are discussed in terms of their implications for personality theory and social policy.

Yes I Can!

2015 ◽  
Vol 46 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Dries Vervecken ◽  
Bettina Hannover
Keyword(s):  
Middle Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Vocational Interests ◽  
Primary School Students ◽  
School Students ◽  
Employment Goals ◽  
Linguistic Intervention ◽  
Male Occupations ◽  
Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

Self-Efficacy and Gender on Cognitive Performances in Older Adults

2007 ◽  
Author(s):  
Juliet Acolatse ◽  
Olga Rosito ◽  
Rowena G. Gomez
Keyword(s):  
Older Adults ◽  
Self Efficacy ◽  
And Gender
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