The Roles of Perceived Identity Compatibility and Social Support for Women in a Single-Sex STEM Program at a Co-educational University

By Lisa Rosenthal, Bonita London, Sheri R. Levy, Marci Lobel. 2011

148 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/b6e51f300481afd1c649fd68096feb38e49bfc59

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. David Reilly
2. David L. Neumann
3. Laura R. Ramsey
4. Diana E. Betz
5. Sheri R. Levy
6. Denise Sekaquaptewa

In Safety Research

1. David Reilly
2. Diana E. Betz
3. David L. Neumann
4. Marci Lobel
5. Sheri R. Levy
6. Denise Sekaquaptewa
7. Bonita London
8. Lisa Rosenthal

Citations in the corpus

• The effects of an academic environment intervention on science identification among women in STEM (2013, background): “These effects likely occur because the programs increase the participants’ perceptions of the compatibility between STEM fields and being female, as well as provide social support for women in STEM (Rosenthal et al. 2011).”
• Gender-Role Differences in Spatial Ability: A Meta-Analytic Review (2013, background): “Perceived incompatibility between being “feminine” and succeeding in stereotypically “masculine” domains can hinder academic achievement (Rosenthal et al. 2011; Schmader 2002).”
• The Influences of Perceived Identity Compatibility and Social Support on Women in Nontraditional Fields During the College Transition (2011, background): “For example, Rosenthal, London, Levy, and Lobel ( 2011 ) demonstrate that social support from a university-based program targeted for 1st-year undergraduate women in STEM plays a crucial role in sustaining STEM engagement for women.”