Date of Award

2017

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

Men dominate Science, Technology, Engineering, and Mathematics (STEM) degree programs and occupations. Even though many individuals are not cognitively aware of how pervasive hegemonic masculinity is in day-to-day life, the ramifications of the concept are real. This study looks to understand how female STEM students perceive the masculinity of their male STEM instructors and what effect that perception might have on their desire to persist in a STEM program of study. This study assumes a power differential exists between teacher and student. The assumption is supported in literature. Additionally, the classroom management hierarchy wherein the teacher controls the direction for each course and ultimately holds the power to pass or fail students supports the premise. This study examined how the power differential might be considered through the concept of the theatrical fourth wall, an imaginary barrier between a performer and an audience. The study sought to understand how masculinity as interpreted through the concept of the fourth wall fosters or hinders self-determination. Nine undergraduate, female STEM students were interviewed to understand this phenomenon. Based on the interviews of those participants seven themes were discovered: 1. Its about the relationship: To breach the fourth wall and reach female students enrolled in STEM courses, male instructors need to care about the person as much as they care about the persona that is the enrolled learner. 2. The concept of masculinity is a challenge to address and/or identify, but the perceived effects regarding what female STEM students believe are masculine traits are memorable. 3. Challenges created by male peers, and oftentimes tacitly approved or ignored by male instructors, cause real problems for female STEM learners. 4. As a female student in a STEM field, there is a sense of isolation that can create challenges. 5. Female STEM students prefer active learning, especially the hands-on variety. 6. Female STEM students believe they must prove themselves to their male peers and in some cases their male instructors in order to succeed in the field. 7. Adaption is recognized as necessary but a challenge without some personal support from a caring educator in the field. Recommendations for practice and further research are presented. Those recommendations are based on analysis of the data and bounded by the literature. The elements or self-determination— autonomy, relatedness, and competence—are presented as either enhanced or diminished in light of instructor reactions. How instructors respond to circumstances experienced by the participants, with caring or with a lack of caring, either enhanced those elements or diminished them. The simple strategy of instructors reaching student through the affective domain, by caring, in order to enhance self-determination, is supported.

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