Women Emancipation in Indonesia: A Psychological desire to choose the field of physics education at university level
Authors
Hisbulloh Als Mustofa , Muhammad ZuhdiDOI:
10.29303/goescienceed.v5i2.349Published:
2024-07-14Issue:
Vol. 5 No. 2 (2024): MayKeywords:
Women Emancipation, Psychological desireAbstract
The gender bias that places women as incapable people ultimately reduces their psychological drive to engage with the field of science, especially physics. This is in stark contrast to the prevailing attitudes at universities in Indonesia. This then became the basis for the aim of this research to explore whether women's interest in studying physics education was based on psychological factors in themselves by comparing them with men. The research was conducted using quantitative survey methods, and a sampling process using random sampling was carried out on the population of a university in Indonesia. The sample was divided into two groups based on gender: 77 women and 23 men. The data collection instrument was developed using the grounded theory of planned behavior (TPB) and social cognitive career theory (SCCT), which identified four main psychological factors: identity, interest, self-concept, and self-efficacy. The results of the descriptive and inferential data analysis, conducted using one-way MANOVA, indicate that the psychological factors of identity, interest, the self-concept, and self-efficacy for women are significantly higher than those for men. Furthermore, the Pearson analysis demonstrated a significantly strong positive correlation between the psychological factors testedReferences
AAUW. (2010). The STEM Gap: Women and Girls in Science, Technology, Engineering and Mathematics – AAUW : Empowering Women Since 1881. American Association of University Women (AAUW) . https://www.aauw.org/resources/research/the-stem-gap/
Ajzen, I. (1985). From Intentions to Actions: A Theory of Planned Behavior. Action Control, 11–39. https://doi.org/10.1007/978-3-642-69746-3_2
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T
Barnas, S., & Ridwan, I. M. (2019). Perbedaan Gender dalam Pengetahuan, Sikap dan Perilaku Mahasiswa Pendidikan Fisika. DIFFRACTION: Journal for Physics Education and Applied Physics, 1(2), 34–41. https://doi.org/10.37058/DIFFRACTION.V1I2.1328
Betz, A. R., King, B., Grauer, B., Montelone, B., Wiley, Z., & Thurston, L. (2021). Improving Academic Self-Concept and STEM Identity Through a Research Immersion: Pathways to STEM Summer Program. Frontiers in Education, 6, 674817. https://doi.org/10.3389/FEDUC.2021.674817/BIBTEX
Bosnjak, M., Ajzen, I., & Schmidt, P. (2020). The Theory of Planned Behavior: Selected Recent Advances and Applications. Europe’s Journal of Psychology, 16(3), 352–356. https://doi.org/10.5964/ejop.v16i3.3107
Calabrese Barton, A., Kang, H., Tan, E., O’Neill, T. B., Bautista-Guerra, J., & Brecklin, C. (2013). Crafting a Future in Science. American Educational Research Journal, 50(1), 37–75. https://doi.org/10.3102/0002831212458142
Carli, L. L., Alawa, L., Lee, Y. A., Zhao, B., & Kim, E. (2016). Stereotypes About Gender and Science. Https://Doi.Org/10.1177/0361684315622645, 40(2), 244–260. https://doi.org/10.1177/0361684315622645
Ertl, B., Luttenberger, S., & Paechter, M. (2017a). The impact of gender stereotypes on the self-concept of female students in STEM subjects with an under-representation of females. Frontiers in Psychology, 8(MAY), 253122. https://doi.org/10.3389/FPSYG.2017.00703/BIBTEX
Ertl, B., Luttenberger, S., & Paechter, M. (2017b). The Impact of Gender Stereotypes on the Self-Concept of Female Students in STEM Subjects with an Under-Representation of Females. Frontiers in Psychology, 8(MAY), 703. https://doi.org/10.3389/FPSYG.2017.00703
F.J. Monks, A. M. P. K. S. R. H. (2019). Psikologi Perkembangan: Pengantar dalam Berbagai Bagiannya. In Psikologi perkembangan : pengantar dalam berbagai bagiannya. Universitas Gajah Mada. https://ugmpress.ugm.ac.id/id/product/psikologi/psikologi-perkembangan-pengantar-dalam-berbagai-bagiannya
Gitnux Marketdata Report. (2024). Must-Know Women In Physics Statistics [Latest Report]. Gitnux. https://gitnux.org/women-in-physics-statistics/
Hall, J. L., & Butler, M. B. (2022). Much to do about identity: Successful women in science reflect on their school years. School Science and Mathematics, 122(6), 286–297. https://doi.org/10.1111/SSM.12544
Kang, J., Hense, J., Scheersoi, A., & Keinonen, T. (2019). Gender study on the relationships between science interest and future career perspectives. International Journal of Science Education, 41(1), 80–101. https://doi.org/10.1080/09500693.2018.1534021
Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2014). The Development of the STEM Career Interest Survey (STEM-CIS). Research in Science Education, 44(3), 461–481. https://doi.org/10.1007/S11165-013-9389-3/FIGURES/5
Kiriakidis, S. (2017). Perceived Behavioural Control in the Theory of Planned Behaviour: Variability of Conceptualization and Operationalization and Implications for Measurement. Springer Proceedings in Business and Economics, 197–202. https://doi.org/10.1007/978-3-319-33865-1_25
Krejcie, R. V, & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610.
Kuswanto, H. (2009). Gender student issue on Physics Education Program on Higher Education in Indonesia. International Seminar and Workshop on Mathematics and Science Teaching, 45–48.
Lee, S., & Song, M. (2018). The Socioeconomic Ceiling and Perceived Employability in Higher Education : Evidence from South Korea. Korean Journal of Youth Studies, 25(11), 231–258. https://kiss.kstudy.com/Detail/Ar?key=3934464
Lent, R. W., & Brown, S. D. (2019). Social cognitive career theory at 25: Empirical status of the interest, choice, and performance models. Journal of Vocational Behavior, 115, 103316. https://doi.org/10.1016/J.JVB.2019.06.004
Makarova, E., Aeschlimann, B., & Herzog, W. (2019). The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of Math and Science on Secondary Students’ Career Aspirations. Frontiers in Education, 4, 445648. https://doi.org/10.3389/FEDUC.2019.00060/BIBTEX
McKinnon, M., & O’Connell, C. (2020). Perceptions of stereotypes applied to women who publicly communicate their STEM work. Humanities and Social Sciences Communications 2020 7:1, 7(1), 1–8. https://doi.org/10.1057/s41599-020-00654-0
Robinson, K. A., Perez, T., White-Levatich, A., & Linnenbrink-Garcia, L. (2022). Gender Differences and Roles of Two Science Self-Efficacy Beliefs in Predicting Post-College Outcomes. Journal of Experimental Education, 90(2), 344. https://doi.org/10.1080/00220973.2020.1808944
Schreiber, C. (2014). The construction of ‘female citizens’: a socio-historical analysis of girls’ education in Luxembourg. Educational Research, 56(2), 137–154. https://doi.org/10.1080/00131881.2014.898911
Singer, A., Montgomery, G., & Schmoll, S. (2020). How to foster the formation of STEM identity: studying diversity in an authentic learning environment. International Journal of STEM Education, 7(1), 1–12. https://doi.org/10.1186/S40594-020-00254-Z/TABLES/5
Tai, R. H., & Sadler, P. M. (2001). Gender differences in introductory undergraduate physics performance: University physics versus college physics in the USA. International Journal of Science Education, 23(10), 1017–1037. https://doi.org/10.1080/09500690010025067
UNESCO UIS. (2018). Women in Science. UNESCO. https://uis.unesco.org/en/topic/women-science
Vondracek, F. W., & Porfeli, E. J. (2008). Social Contexts for Career Guidance Throughout the World. Developmental-Contextual Perspectives on Career Across the Lifespan. International Handbook of Career Guidance, 209–225. https://doi.org/10.1007/978-1-4020-6230-8_10.
