Gender effects on perceived professional mastery: Evidence from stem teachers

Brandon Ofem, Samuel J. Polizzi, Gregory T. Rushton, Michael Beeth, Brock Couch, Margaret Mohr-Schroeder, Gillian Roehrig, Keith Sheppard

Research output: Contribution to conferencePaperpeer-review

Original languageEnglish (US)
DOIs
StatePublished - 2019
Event79th Annual Meeting of the Academy of Management 2019: Understanding the Inclusive Organization, AoM 2019 - Boston, United States
Duration: Aug 9 2019Aug 13 2019

Conference

Conference79th Annual Meeting of the Academy of Management 2019: Understanding the Inclusive Organization, AoM 2019
CountryUnited States
CityBoston
Period8/9/198/13/19

Bibliographical note

Funding Information:
The study sample was drawn from a pool of teachers with recent involvement in a teacher preparation program from five institutions of higher education awarded a Robert Noyce Teacher Scholarship Program grant by the National Science Foundation. The Noyce programs selected spanned institutions in the Midwest, Northeast, and Southeast US. We then distributed surveys, which captured demographic and network data, via email to approximately 431 teachers who went through these various teacher preparation programs, which generated 166 responses for a completion rate of 38.5%. 159 responses were used in the analysis due to missing data in seven survey responses. We conducted multiple ordinary least squares (OLS) regression to test the four hypotheses. To model the interactions within the multiple regression framework (Aiken & West, 1991), we create interaction terms for (a) gender and age, (b) gender and network composition, and (c) gender and network density, respectively. For the interactions between gender and network composition, we ran four separate models that used a different operationalization of network composition. Our model specification is shown below.

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