abstract: In recent years, women have made significant advances in traditionally male occupations. Despite this progress, women are still underrepresented in many science, technology, engineering, and mathematics (STEM) fields. Social cognitive career theory (SCCT) and the model of Achievement Related Choices are two widely accepted career development theories. Both theories highlight the importance of self-efficacy and personal factors in career development; yet, neither of them has considered the predictive power of a specific outcome expectation, anticipated work family conflict (AWFC), in relation to the career development of men and women in STEM undergraduate programs. The purpose of this study was to assess the incremental validity of AWFC over and above that of self-efficacy and role salience, in predicting educational and occupational aspirations of undergraduate students in STEM programs at a large southwestern university. The study provides evidence that the factor structure of the AWFC scale does not hold up with the undergraduate population, and this finding was seen as reason to combine the AWFC subscales into one composite score. In a hierarchical multiple regression higher levels of STEM self-efficacy predicted higher intentions to persist in STEM. Role salience, AWFC, and the gender-AWFC interaction were not significantly related to intentions to persist. Although the study does not provide evidence for the incremental validity of AWFC, it does suggest that work-family balance considerations that have been observed in mature STEM populations may not yet be salient for students at the undergraduate level. / Dissertation/Thesis / M.A. Counseling Psychology 2014
| Identifer | oai:union.ndltd.org:asu.edu/item:25174 |
| Date | January 2014 |
| Contributors | Dawson, Amy Elizabeth (Author), Bernstein, Bianca L (Advisor), Homer, Judith (Committee member), Spanierman, Lisa (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Masters Thesis |
| Format | 116 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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