Master of Arts (MA)
First Committee Member
Rachael D. Robnett
Second Committee Member
Jennifer L. Rennels
Third Committee Member
Murray G. Millar
Fourth Committee Member
Number of Pages
Gender inequality is a persistent challenge in fields related to science, engineering, technology, and math (STEM) in the U.S. The current study aims to advance the literature in a burgeoning area of inquiry by identifying factors that may help to account for women’s success in STEM. To evaluate STEM success, I used a mixed methods design to investigate STEM identity, career identity status, career commitment, and both individual and situational resilience among women undergraduates. Students were engaged in two project-based STEM programs organized at a large, diverse, research intensive university in the Southwest U.S. Associations between resilience and career commitment, as well as narrative insight into resilience and career identity status emerged. Results further psychological insight into STEM success while providing insight into women’s experiences in active-learning programs. Findings also suggest avenues to enrich theoretical models and help inform new directions to examine in educational and career development programs or interventions in STEM.
career commitment; identity; persistence; resilience; STEM success; women in STEM
Industrial and Organizational Psychology | Psychology | Science and Mathematics Education
University of Nevada, Las Vegas
Thoman, Sarah E., "Beyond the Bench and the Bedside: Examining Women’s Success in STEM via Active Learning Projects" (2018). UNLV Theses, Dissertations, Professional Papers, and Capstones. 3332.
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