When an academic culture based on self-enhancement values undermines female students’ sense of belonging, self-efficacy, and academic choices
Fiche du document
3 mai 2020
- ISIDORE Id: 10670/1.b13f6a...
- hal: hal-02983714
- doi: 10.1080/00224545.2019.1675576
Ce document est lié à :
info:eu-repo/semantics/altIdentifier/doi/10.1080/00224545.2019.1675576
info:eu-repo/semantics/OpenAccess
Mots-clés
Higher education Gendered values Sense of belonging Academic self-efficacy Academic choicesCiter ce document
Cristina Aelenei et al., « When an academic culture based on self-enhancement values undermines female students’ sense of belonging, self-efficacy, and academic choices », HAL SHS (Sciences de l’Homme et de la Société), ID : 10.1080/00224545.2019.1675576
Métriques
Partage / Export
Résumé
Although overall women are better represented in higher education than men, women's psychological experience in various academic contexts is qualified by a decreased sense of belonging and academic self-efficacy, including in fields where they are not targeted by a negative stereotype. To clarify this phenomenon, we develop the hypothesis of a mismatch between female students' values and the values associated with success in the increasingly selective realm of higher education. We argue that, whatever the fields of study, these values are self-enhancement values (competitiveness, self-affirmation, dominance). Three studies showed that when success was depicted in terms of self-enhancement values, women-but not men-expressed a lower sense of belonging, had lower self-efficacy and were less likely to pursue a given academic opportunity both in STEM and non-STEM fields of study. These effects did not appear in an academic context depicting success as being rooted in self-transcendence values (helpfulness, cooperation, benevolence).
