“我致力于工程”:自我认同在黑人女性工程职业坚持中的作用

Q2 Social Sciences

The Journal of Negro Education Pub Date : 2022-01-01 DOI:10.7709/jnegroeducation.88.3.0281

Rashunda L. Stitt Richardson, Breonte Guy, Kyra S. Perkins

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引用次数: 5

摘要

摘要:黑人女性在STEM领域的代表性不足，再加上美国劳动力老龄化留下的职位空缺迫切需要更多合格的STEM工人来填补，导致大量研究探索与STEM学位追求和职业抱负相关的身份发展。虽然对认同发展的几个方面进行了探讨，但自我认同发展这一职业意识形态研究的基本概念却被忽视了。因此，我们利用Marcia的自我同一性状态来了解9名工科本科黑人女性的自我同一性发展。最终，参与者要么获得了身份，要么丧失了身份。此外，早期接触STEM，对STEM的兴趣，对工程的承诺以及父母的支持对本科黑人女性工程专业很重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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“I am Committed to Engineering”: The Role of Ego Identity in Black Women’s Engineering Career Persistence

Abstract:The underrepresentation of Black women in STEM, coupled with the urgent need for more qualified STEM workers to fill jobs left vacant by an aging US workforce, resulted in a plethora of studies exploring identity development related to STEM degree pursuance and career aspirations. Although several aspects of identity development were explored, ego identity development, which is considered a foundational concept when studying occupational ideology, has been ignored. Therefore, we utilized Marcia’s ego identity statuses to understand the ego identity development of nine undergraduate Black women engineering majors. Ultimately, participants were either identity achieved or identity foreclosed. Furthermore, early exposure to STEM, interest in STEM, commitment to engineering, and parent support mattered for the undergraduate Black women engineering majors.

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来源期刊

The Journal of Negro Education Social Sciences-Anthropology

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.