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Bronfenbrenner’s Ecological Model & Strengths-‐Based Prac9ce: Recommenda9ons for Women Entering Science, Technology,
Engineering, & Math (STEM) Sector
Jessica M. Li, San Francisco State University Goal
To provide recommenda.ons to help recruit and retain women in the Science, Technology, Engineering and Math (STEM) sector.
Recommenda9ons/Awareness For
References Cook, E. P., Heppner, M. J., & O’Brien, K. M. (2002). Career development of women of color and white women:
assump.ons, conceptualiza.on, and interven.ons from an ecological perspec.ve. The Career Development Quarterly, 50 (June), 291-‐305.
Del Giudice, M. (2014, November 7). Why it’s crucial to get more women into science. Na7onal Geographic. Retrieved from hZp://news.na.onalgeographic.com/news/2014/11/141107-‐gender-‐studies-‐women-‐scien.fic-‐ research-‐feminist/
Hodges, T. D. and Cli]on, D. O. (2004) Strengths-‐based Development in Prac.ce, in Posi.ve Psychology in Prac.ce (eds P. A. Linley and S. Joseph), John Wiley & Sons, Inc., Hoboken, NJ, USA. doi: 10.1002/9780470939338.ch16
Rosser, S. V., & Taylor, M. Z. (2008). Economic security: expanding women’s par.cipa.on in US science. Harvard Interna7onal Review, 30, 20-‐24. Retrieved from hZp://www.jstor.org/stable/42763594
Smith, E. J. (2006). The strength-‐based counseling model. The Counseling Psychologist, 34, 13-‐79. doi: 10.1177/0011000005277018
Bronfenbrenner’s Ecological Model Human behaviors are ongoing and dynamic interac.ons between the person and the environment (Cook, 2002). The Four Systems (Cook, 2002): 1. Microsystems-‐interpersonal interac.ons within a given environment
(e.g. roommates, STEM courses, professors, peers) 2. Mesosystems-‐interac.ons between 2 or more microsystems
(e.g. rela.ons between an individual’s family members and friends) 3. Exosystems-‐linkages between subsystems that indirectly influence the
individual (e.g. mass media, college campus, work/internship environment) 4. Macrosystems-‐ideological components of given society (e.g. norms and values)
Strengths-‐Based Prac9ce Developed by: Dennis Saleebev, Charles Rapp, & Anne Weick Help women in STEM tell their story from a strength perspec.ve. Characteris9cs of Strengths (Smith, 2006): • Mul.ple strengths can appear simultaneously. • Strengths are both malleable and changeable. • One’s strength can provide a founda.on for one to achieve
another strength. • Student’s behavior in one seing can be viewed as a
strength, but in a different seing a liability. The same can be applied for cultural implica.ons.
Results from Strengths-‐Based Prac9ce (Hodges, 2004): • Hope • Subjec.ve well-‐being • Confidence
Need for Study • We need more people in STEM because it directly feeds
to U.S. economic growth and increases living standards (Rosser & Taylor, 2008).
• Because women look at problems differently than men do, they are needed in research to increase range of inven.ons and breakthroughs (Del Giudice, 2014).
• Women scien.sts are less comfortable selling themselves and their science (Rosser & Taylor, 2008).
Women in STEM Occupa9ons
Del Giudice (2014); Source: U.S. Census Bureau
Iden9fica9on of Talent
Integra9on of How One Views Himself or Herself
Behavioral Change
Stages of Strengths-‐Based (Hodges, 2004):
Source: Google Images
Recruiters • Bronfenbrenner’s Ecological Model: When talking to a poten.al female candidate,
would you have made the same remark or decision with a poten.al male candidate? • Strengths-‐Based Prac9ce: When talking to a student at a career fair, place more focus
on her strengths
Educa9onal Ins9tu9ons • Bronfenbrenner’s Ecological Model: Advocate for family-‐friendly policies so that the
workplace can be more invi.ng to females. • Strengths-‐Based Prac9ce: Talk about the obstacles and achievements of role models
in the STEM field. How do their stories relate to the student? • Strengths-‐Based Prac9ce: Let the student know you are roo.ng for her. Highlight her
accomplishments at work to her colleagues, supervisor, and herself. • Integra9ve Technique: Talk to the student to flush out feelings and thoughts about
cultural and societal norms of females in STEM.
Role Models in STEM Rita Levi-‐Montalcini Marie Curie Chris.ane Nusslein-‐Volhard Jane Goodall
Acknowledgements: Alison Cerezo, Ph.D. & Kris.n Conner, M.S. Contact Jessica M. Li for more informa7on at [email protected]
Career Mentorship Scholarship Recipient 2014
Female
College Individual
MESOSYSTEM MESOSYSTEM
MES
OSY
STEM
MACROSYSTEM
EXOSYSTEM
MICROSYSTEM
CHRONOSYSTEM