Examining cultural specificity of the learning experiences questionaire with women in STEM
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The application of Bandura's (1977, 1986) self-efficacy theory to study women's career self-efficacy (Betz & Hackett, 1981) has provided an excellent theoretical framework for increasing persistence of underrepresented students in STEM; however, more research is needed to examine the self-efficacy learning experiences of women and students of color (Betz, 2007; Fouad & Santana, 2017). Research examining access to STEM learning experiences has shown gender and racial/ethnic differences, warranting further research (Klassen, 2004; Usher & Pajares, 2006). Several scales have been developed to measure these learning experiences (Schaub, 2004), and researchers have noted the potential for culturally specific scale and item adjustments (Williams & Subich, 2006). Using an "inside-out" multicultural framework (Hall et al., 2016), the current mixed-methods study examined the culturally specific learning experiences of women in STEM. Results from a qualitative study of 4 focus groups informed scale and item adaptions of the Realistic and Investigative LEQ scales (Schaub, 2004). Exploratory factor analyses on the revised scales using a participant sample of 130 women in STEM revealed a four-factor structure for the Realistic (Verbal Persuasion/Modeling, Negative Emotional Experiences, Positive Emotional Experiences, Performance Accomplishments) and Investigative scale (Math and Science Coursework, Culturally Salient Verbal Persuasion/Modeling, Negative Emotional/Persuasion Experiences, Math and Science Application).
Access is limited to the campuses of the University of Missouri