On Motivated Role Selection: Gender Beliefs, Distant Goals, and Career Interest

By C. D. Evans, Amanda Diekman. 2009

169 citations recorded by the source corpus.

Subfields: Gender Studies, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/cbbe2523fb49bf68321f87ad6caddaf536349bcb

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Citations in the corpus

Helping and Hindering Undergraduate Women’s STEM Motivation: Experiences With STEM Encouragement, STEM-Related Gender Bias, and Sexual Harassment (2018, background): “…costs some students may consider issues related to expectations of discrimination (e.g., Fernández, Castro, Otero, Foltz, & Lorenzo, 2006), anticipated work-life balance (e.g., Myers & Major, 2017), and the perceived communal opportunities associated with careers (e.g., Evans & Diekman, 2009).”
Not Feeling Good in STEM: Effects of Stereotype Activation and Anticipated Affect on Women’s Career Aspirations (2017, background): “These differences might go beyond the effects of the presence of reminders of stereotypes, but also relate to perceptions of how congruent a career option is with personal goals (Diekman et al. 2010; Evans and Diekman 2009).”
Gender differences in STEM undergraduates' vocational interests: People–thing orientation and goal affordances (2015, methodology): “Goal affordances for occupationswere assessed by adapting ameasure developed by Evans and Diekman (2009).”
The his and hers of prosocial behavior: an examination of the social psychology of gender. (2009, background): “These identities, which reflect the segregation of male and female roles, in turn act to recreate such segregation as men and women select into social roles that offer opportunities for meeting their selfstandards (Corrigall & Konrad, 2006; Evans & Diekman, 2009).”
New Routes to Recruiting and Retaining Women in STEM: Policy Implications of a Communal Goal Congruity Perspective (2015, background): “Across childhood, adolescence, and adulthood, girls and women indicated that they desire a job that allows them to spend time with their family (Weisgram et al. 2010), a value endorsement that negatively predicted their interest in masculine occupations (see also Evans & Diekman, 2009).”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, unknown): “…to power goals, undergraduate men are more likely than undergraduate women to report that having power in their future careers is an important goal (Evans & Diekman, 2009; Gino et al., 2015), and this gender difference mediates men’s greater preference for male-stereotypic careers (e.g., corporate…”
A Social Role Theory Perspective on Gender Gaps in Political Attitudes (2010, background): “For example, gender-normative goal endorsements predict career interest (Evans & Diekman, 2009), and ambivalent sexism predicts the characteristics people prefer in potential mates (Johannesen-Schmidt & Eagly, 2002).”
Math and Science Attitudes and Achievement at the Intersection of Gender and Ethnicity (2013, background): “For example, Diekman and Eagly’s (2008; Evans & Diekman, 2009) role congruity theory maintains that, when we internalize gender stereotypes (e.g., in the form of gendered selfconcept), we endorse goals that are congruent with our gender roles and we prefer careers that are believed to help achieve…”