Douglas L. Epperson

A multiple-groups analysis of predictors of higher level career aspirations among women in mathematics, science, and engineering majors

This study investigated a model of predictors of higher level career aspirations among 2 groups of women: students in mathematics, physical science, and engineering majors and students in biological science majors. On the basis of social-cognitive theory, it was hypothesized that ability, self-efficacy, positivity of role model influence, and role conflict would influence the higher level career aspirations of these women. Data obtained from a mail survey of 546 students revealed that the hypothesized model provided a good overall fit to the data. In contrast to the women in math, physical science, and engineering majors, the relationships between ability and self-efficacy and between positivity of role-model influence and self-efficacy were significantly lower in magnitude for women in the biological sciences group. These findings suggest ideas for interventions designed to increase the number of women aspiring to top positions within nontraditional careers.

Women's Career Development: Can Theoretically Derived Variables Predict Persistence in Engineering Majors?.

Factors related to persistence in engineering, particularly for women, were examined in 278 upper level undergraduate women and men who, as entering students, enrolled in the college of engineering at a large midwestern university. An overall model of persistence was created by integrating constructs derived from a number of theories relevant to womens career behavior, including self-efficacy theory, expectancy-valence theory, interest congruence theory, and influences on womens career development. Hierarchical logistic regression revealed that ability, self-efficacy, support-barriers, and interest congruence each added significantly to the model predicting persistence, which correctly identified 92.6% of persisters and 62.3% of nonpersisters. Gender and expectancy-valence variables were not significant predictors, nor were any of the 2-way interactions with gender. Implications for future research and interventions are discussed.

The experience and expression of anger: Relationships with gender, gender role socialization, depression, and mental health functioning.

Using a sample of 445 female and 260 male college students, we investigated relationships between the experience and expression of anger and gender, gender role characteristics, and several mental health variables. Factor analyses of 17 measures of anger, aggressiveness, and hostility revealed a 3-f

A longitudinal examination of the social-cognitive model applied to high school girls' choices of nontraditional college majors and aspirations

This study tested a partial version of R. W. Lent, S. D. Brown, and G. Hacketts (1994) social-cognitive career theory model. Among 204 high school girls who attended science, math, and engineering (SME) career conferences, the authors used a 4-year longitudinal design to predict the choice of an SME college major and SME self-efficacy and outcome expectations in college. In addition, among students who had declared SME majors, variables assessed in high school and college were used to predict aspirations to become leaders in SME fields. The results generally provided empirical validation of the model. Regression analyses revealed that college SME outcome expectations were associated with plans to become a leader in an SME field. Implications for research and interventions are discussed.

Women and anger : sex and sex-role comparisons in the expression of anger

This study investigated the relationship of sex and sex-role identity with the expression of anger. In particular, a number of common assertions about womens experience and expression of anger were examined empirically. Female (242) and male (213) college students completed several questionnaires assessing sex-role identity and multiple dimensions of the subjective experience and expression of anger. Univariate analyses revealed consistent relationships between sex-role identity and anger proneness, outward expression of anger, modulation or control of anger expression, and suppression of anger. Significant sex differences were not observed. Viewed unidimensionally, sex did not appear to be the determining factor in anger expression or the tendency to suppress anger.

Perceived causes of success and failure: Are women's attributions related to persistence in engineering majors?

This study explored the influence of attributional style on womens persistence in engineering majors, after controlling for academic ability. Female students (N = 255) previously or currently enrolled in the engineering college of a large midwestern university completed measures assessing their (a) attributions for science, mathematics, and engineering academic events; and (b) thoughts of changing career goals. Results revealed that, after controlling for academic ability, two attributional style dimensions were related to persistence in engineering majors. Among persisters in engineering, those attributional style dimensions were also related to thoughts of changing career goals. Implications for research are discussed, and recommendations for educators and advisors are presented.

A Factor Analysis and Further validation of the Shepherd Scale

This study attempted to add to the psychometric data available on the Shepherd Scale, an instrument developed by Bassett et al. (1981) to differentiate between Christians and non-Christians for research purposes. Relatively strong internal consistency and validity data were obtained from a sample of 238 subjects. Although failing to confirm the subscales proposed by Bassett et al., a factor analysis of the Shepherd Scale suggested a general Christianity dimension which seemed to subdivide into two correlated factors, Christian Beliefs, Values, and Behaviors, and Identification/Relatedness with the Christian Community. Overall, the present data pointed to the Shepherd Scale as worthy of serious consideration in studies addressing Christianity. Suggestions for further research on the Shepherd Scale are offered.

Women incarcerated in 1960, 1970, and 1980: implications of demographic, educational, and personality characteristics for earlier research

Changes in the population of female prisoners at a local reformatory over a 20-year period were investigated by comparing demographic, educational, and personality characteristics of women admitted to the reformatory in 1960, 1970, and 1980. Although the data suggested an increase in more violent crimes over time, comparable differences on other variables were largely absent. Women admitted to the reformatory in 1980 did not differ from women admitted in 1960 in age, educational level, mental ability, or MMPI scores. Women admitted in 1970 did obtain higher achievement scores, but it was concluded that the characteristics of this prison population had remained relatively stable, thus increasing confidence in the relevance and usefulness of earlier research in developing a model of female criminality.