Steve Bearman’s research while affiliated with University of California, Santa Cruz and other places

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Publications (6)


The Role of Self-Efficacy and Identity in Mediating the Effects of STEM Support Experiences
  • Preprint

October 2018

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65 Reads

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3 Citations

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Eileen L. Zurbriggen

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Martin M. Chemers

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[...]

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We report results from two studies testing the Mediation Model of Research Experiences (MMRE), which posits that science (or engineering) self-efficacy and identity as a scientist (or engineer) mediate the association between support programs and students’ commitment to science, technology, engineering, and mathematics (STEM) careers. Study 1 included 502 matriculated and recently graduated undergraduate STEM students. Structural equation modeling analyses indicated that research experience, instrumental mentoring, and involvement in a community of scientists were associated with commitment to a STEM career, mediated through science/engineering self-efficacy and identity as a scientist/engineer. There were few interactions with ethnicity and none with gender. In Study 2, 63 undergraduate students in science/engineering support programs were surveyed with a similar instrument at the beginning and end of their programs. Pre-post analyses indicated that increases over time in community involvement were associated with increases in science/engineering self-efficacy, and increases over time in science/engineering identity were associated with increased commitment to a STEM career. Taken together, these two studies show the importance of psychological processes such as identity and self-efficacy in understanding the specific ways in which science/engineering support programs lead to enhanced commitment to a career in STEM among white and underrepresented minority undergraduate students.


The Role of Self‐Efficacy and Identity in Mediating the Effects of STEM Support Experiences

October 2018

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343 Reads

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80 Citations

Analyses of Social Issues and Public Policy

We report results from two studies testing the Mediation Model of Research Experiences, which posits that science (or engineering) self‐efficacy and identity as a scientist (or engineer) mediate the association between support programs and students’ commitment to science, technology, engineering, and mathematics (STEM) careers. Study 1 included 502 matriculated and recently graduated undergraduate STEM students. Structural equation modeling analyses indicated that research experience, instrumental mentoring, and involvement in a community of scientists were associated with commitment to a STEM career, mediated through science/engineering self‐efficacy and identity as a scientist/engineer. There were few interactions with ethnicity and none with gender. In Study 2, 63 undergraduate students in science/engineering support programs were surveyed with a similar instrument at the beginning and end of their programs. Pre–post analyses indicated that increases over time in community involvement were associated with increases in science/engineering self‐efficacy, and increases over time in science/engineering identity were associated with increased commitment to a STEM career. Taken together, these two studies show the importance of psychological processes such as identity and self‐efficacy in understanding the specific ways in which science/engineering support programs lead to enhanced commitment to a career in STEM among White and underrepresented minority undergraduate students.


Figure 1: Mediation model of the effects of science support experiences, adapted from Chemers et al. (2010).
Means, Standard Deviations, and Bivariate Correlations; Graduate Student/ Postdoctoral Fellow Sample
The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students
  • Article
  • Full-text available

September 2011

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8,456 Reads

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606 Citations

Journal of Social Issues

A web-based survey of members of the Society for the Advancement of Chicanos and Native Americans in Science tested a model that proposed that the effects of science support experiences on commitment to science careers would be mediated by science self-efficacy and identity as a scientist. A sample of 327 undergraduates and 338 graduate students and postdoctoral fellows described their science support experiences (research experience, mentoring, and community involvement); psychological variables (science self-efficacy, leadership/teamwork self-efficacy, and identity as a scientist); and commitment to pursue a career in scientific research. Structural equation model analyses supported our predictions. Among the undergraduates, science (but not leadership/teamwork), self-efficacy, and identity as a scientist fully mediated the effects of science support experiences and were strong predictors of commitment. Results for the graduate/postdoctoral sample revealed a very similar pattern of results, with the added finding that all three psychological mediators, including leadership/teamwork self-efficacy, predicted commitment.

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The Uses of a Good Theory

May 2006

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58 Reads

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28 Citations

Journal of Social Issues

How does one diminish discrimination? Many members of SPSSI, including the present authors, have tried to reduce discrimination through the application of good theories. We outline three theoretical approaches that Crosby, like many other psychologists, has taken as she has struggled with discrimination. Sometimes missing in Crosby's approach, and often missing in the approach of others, is a frank avowal of values. We argue that the attempt to divorce science from values renders theories less effective than they need be and even allows unexamined values to contaminate good research.


A REPLY TO DR. JESSICA WILLIS: SEEKING A CURE FOR INTERNALIZED OPPRESSION

19 Reads

In responding to Willis' (2009) critique of "The Fabric of Internalized Sexism", several implications of our study have become more clear. Members of groups targeted by oppression may fail to recognize oppression, or may rationalize or deny its existence, and this is especially true of internalized oppression. Sexism can be considered as a form of social pathology in need of cure, though the metaphor of behavior change may ultimately be more helpful than the disease metaphor. To change a behavior, the old behavior must first be illuminated, and given the potential invisibility of internalized sexism, our study sought to bring such behaviors to light. Because forms of oppression are interrelated, identifying the practices of internalized sexism in need of changing may have value for demographic groups beyond those represented in our sample. As an example, we discuss an alternative practice designed to counteract some aspects of internalized sexism, developing solidarity. This practice has utility for men as well as women. The project of developing additional practices to counteract internalized oppression is a very worthwhile pursuit.

Citations (4)


... Working on technical projects, engaging in research, and receiving support from mentors can clarify students' academic/ career goals, and lead to gains in self-efficacy, confidence, technical skill level, and persistence in their field of study [19,30,33]. Factors such as self-efficacy, STEM identity, and internalization of the values of the scientific community are thought to act as mediators between STEM activities and overall persistence in STEM careers [34,35]. ...

Reference:

“When I talk about it, my eyes light up!” Impacts of a national laboratory internship on community college student success
The Role of Self‐Efficacy and Identity in Mediating the Effects of STEM Support Experiences
  • Citing Article
  • October 2018

Analyses of Social Issues and Public Policy

... However, the recent inclusion of mentoring as a professional role of a teacher in the Australian National Standards for Teachers (AITSL, 2011), provides a basis for investigating the understanding of what mentoring entails. Mentoring is often described as an interpersonal relationship that comprises of a series of purposeful, social interactions (Bearman, Blake-Beard, Hunt & Crosby, 2007; Fairbanks, Freedman & Kahn, 2000; Kram, 1985). Supervision also has the same qualities: it is an interpersonal relationship that is built on purposeful social interactions (Ambrosetti, 2010; Walkington, 2005). ...

New Directions in Mentoring
  • Citing Chapter
  • April 2008

... Studies on growth mindset found it to be beneficial for developing resilience when faced with challenging school transitions and challenging math courses (Yeager and Dweck, 2012). Science interest has been linked with persistence and completion of a STEM degree (Radunzel et al., 2016) while general and researcher self-efficacy predicted many research related concepts, including intention to pursue research, research identity, and research productivity (Chemers et al., 2011;Frantz et al., 2017;Livinƫi et al., 2021). Students majoring in health and natural sciences also appeared to be more motivated by intrinsic work values than those in other majors (Balsamo et al., 2013;Johnson and Elder, 2002). ...

The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students

Journal of Social Issues

... Todo esto en nombre de la neutralidad científica. No fue sino a través de un ejercicio artesanal, riguroso a la vez que crítico, que descubrió el velo de la 'neutralidad' , para mostrar que las medidas de inteligencia contenían un sesgo étnico en su propia composición, y que las diferencias en los puntajes se ven afectadas por las condiciones socioculturales, más allá de la "raza" (Crosby y Bearman, 2006). Algo similar ocurre, por ejemplo, con las teorías de la persuasión, aprendizaje vicario e influencia social en la publicidad, posibles de ser utilizadas con fines estrictamente económicos, sin ponderar las consecuencias que sus productos tienen en las personas o en el medio, o bien con fines educativos, que busquen la mejoría de algún aspecto de la calidad de vida de la población. ...

The Uses of a Good Theory
  • Citing Article
  • May 2006

Journal of Social Issues