A Goal Congruity Model of Role Entry, Engagement, and Exit: Understanding Communal Goal Processes in STEM Gender Gaps

The goal congruity perspective provides a theoretical framework to understand how motivational processes influence and are influenced by social roles. In particular, we invoke this framework to understand communal goal processes as proximal motivators of decisions to engage in science, technology, e...

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Bibliographic Details
Published in:Personality and social psychology review 2017-05, Vol.21 (2), p.142-175
Main Authors: Diekman, Amanda B., Steinberg, Mia, Brown, Elizabeth R., Belanger, Aimee L., Clark, Emily K.
Format: Article
Language:English
Subjects:
Career Choice
Engineering
Female
Gender differences
Gender Identity
Goals
Humans
Male
Mathematics
Models, Theoretical
Occupational choice
Science
Science and technology
Sex roles
Social Perception
Social psychology
STEM education
Stereotyping
Technology
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Summary:The goal congruity perspective provides a theoretical framework to understand how motivational processes influence and are influenced by social roles. In particular, we invoke this framework to understand communal goal processes as proximal motivators of decisions to engage in science, technology, engineering, and mathematics (STEM). STEM fields are not perceived as affording communal opportunities to work with or help others, and understanding these perceived goal affordances can inform knowledge about differences between (a) STEM and other career pathways and (b) women’s and men’s choices. We review the patterning of gender disparities in STEM that leads to a focus on communal goal congruity (Part I), provide evidence for the foundational logic of the perspective (Part II), and explore the implications for research and policy (Part III). Understanding and transmitting the opportunities for communal goal pursuit within STEM can reap widespread benefits for broadening and deepening participation.
ISSN:1088-8683
1532-7957
DOI:10.1177/1088868316642141