My Professors’ Beliefs Matter: A Study About STEM Students’ Perceptions of Field-Specific Ability Beliefs

• In Event: How Do Context and Socializers Shape Motivational Beliefs Across Theoretical Perspectives?

Abstract

Field-specific ability beliefs (FABs) are defined as the beliefs that certain fields require brilliance to succeed. Extending prior research of FABs and gender representation in academic disciplines, this study examined to what extent undergraduate science students’ (N=1458) perceptions of faculty FABs differ based on student gender and the gender majority of the student’s department and relate to students’ motivation and psychological experiences. Results suggested that students' perceptions of faculty FABs did not differ between gender, or between students in male- versus female-dominated departments. However, students' perceptions of faculty FABs did predict a lower sense of belonging and higher impostor feelings, even controlling for students' own FABs. These findings can inform the design of interventions that address FABs among faculty.

Authors

• Yiqiu Yan, University of Texas at Austin

• Katherine M. Muenks, University of Texas at Austin