MULHERES EM STEM: INTELIGÊNCIA EMOCIONAL INFLUENCIA NA PERCEPÇÃO DAS BARREIRAS?
DOI:
https://doi.org/10.24325/issn.2446-5763.v9i25p98-114Keywords:
mulheres, barreiras, inteligência emocional, carreiras STEM, mercado de trabalhoAbstract
The existence of several barriers early on in women’s professional trajectory is a worrying factor, as for a long time they were completely excluded from STEM fields. This study aimed to investigate how emotional intelligence affects the career barriers likelihood and coping of women in STEM careers. A total of 119 Brazilian students and working women in STEM participated in an online survey, responding to the Career Barriers Likelihood and Coping Inventory, besides Emotional Intelligence Measure (EIM). The results of multiple regression analysis indicated that the higher the emotional intelligence, the higher the rates of career barrier coping perception. However, there were no significant relationships between emotional intelligence and career barrier likelihood, which signals that they persist regardless of women’s behavior and emotions. Thus, we highlight the need for the development of organizational and educational policies and practices that value women and improve the work environment, not only relying upon their emotional intelligence to cope with hostile contexts.
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References
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KIM, M. S. Concept Mapping of Career Motivation of Women With Higher Education. Frontiers in Psychology, v. 11, article 1073, May, 2020. https://doi.org/10.3389/fpsyg.2020.01073
LENT, R. W. et al. Social cognitive predictors of adjustment to engineering majors across gender and race/ethnicity. Journal of Vocational Behavior, v. 83, n. 1, p. 22-30, Aug, 2013. https://doi.org/10.1016/j.jvb.2013.02.006
LIMA, L. L. B. A masculinização da mulher líder no Brasil: quatro estudos sobre estereótipos de gênero e protótipos de liderança. (Masters dissertation). Fundação Getúlio Vargas – FGV, Rio de Janeiro, RJ, Brasil, 2011. Retrieved from: https://bibliotecadigital.fgv.br/dspace/handle/10438/8633
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MARQUES, M. F. G. Concepção de Inteligência Emocional em Contexto Educativo e Profissional: Estudo Sobre uma Universidade Angolana (Master’s thesis). Universidade de Lisboa, Lisboa, Portugal, 2011 Retrieved from: http://repositorio.ul.pt/bitstream/10451/5513/1/ulfpie039790_tm.pdf
NOONAN, R. Women in STEM: 2017 Update. Office of the Chief Economist, Economics and Statistics Administration, U.S. Department of Commerce, 2017 Retrieved from: https://files.eric.ed.gov/fulltext/ED590906.pdf
NUNES, M. F. O. Funcionamento e desenvolvimento das crenças de auto-eficácia: Uma revisão. Revista Brasileira de Orientação Profissional, v. 9, n. 1, p. 29-42, jun, 2008. Retrieved from: http://pepsic.bvsalud.org/pdf/rbop/v9n1/v9n1a04.pdf
OLIVEIRA-SILVA, L. C.; PARREIRA, V. A. D. Barreiras e enfrentamentos de mulheres em carreiras predominantemente masculinas. Revista Estudos Feministas, v. 30, n. 1, e74161, May, 2022. https://doi.org/10.1590/1806-9584-2022v30n174161
PERUGINI, M. L. L. Nuevas metáforas acerca de las mujeres líderes. Revista Psicología, Cultura y Sociedad, v. 9, n. 1, p. 65-80, nov, 2009. Retrieved from: https://dspace.palermo.edu/ojs/index.php/psicodebate/article/view/408/188
PRIETO-RODRIGUEZ, E. et al. A study of factors affecting women’s lived experiences in STEM. Humanities and Social Sciences Communications, v. 9, n. 1, p. 1-11, April, 2022. https://doi.org/10.1057/s41599-022-01136-1
PICO-SALTOS, R. et al. Research Trends in Career Success: A Bibliometric Review. Sustainability, v. 13, n. 9, e4625, April, 2021. https://dx.doi.org/10.3390/su13094625
RAIFF, G. W. The influence of perceived career barriers on college women’s career planning. Doctoral dissertation. University Of North Texas. Texas, 2004. Retrieved from:https://digital.library.unt.edu/ark:/67531/metadc4685/m2/1/high_res_d/dissertation.pdf
RAELIN, J. A. et al. The Gendered Effect of Cooperative Education, Contextual Support, and Self-Efficacy on Undergraduate Retention. Journal of Engineering Education, v. 103, n. 4, p. 599-624, Oct, 2014. https://doi.org/10.1002/jee.20060
REMA, M. K.; GUPTA, R. Emotional Intelligence and Subjective Well-being among Working Women. Journal of International Women's Studies, v. 22, n. 6, p. 55-65, June, 2021. Retrieved from: https://vc.bridgew.edu/jiws/vol22/iss6/7
SASS, C. et al. Um relato sobre estratégias de motivação e ensino de lógica de programação para e por mulheres. VII Congresso Brasileiro de Informática na Educação. Florianópolis, SC, Brasil, 2018. Retrieved from http://www.en.wwc2017.eventos.dype.com.br/resources/anais/1503888934_ARQU IVO_TrabalhoAdrianaPontesPaiva.pdf
SCHMADER, T. (2022). Gender Inclusion and Fit in STEM. Annual Review of Psychology, 74, p. 219- 243, Aug, 2022. https://doi.org/10.1146/annurev-psych-032720-043052
SCHMADER, T.; SEDIKIDES, C. State authenticity as fit to environment: the implications of social identity for fit, authenticity, and self-segregation. Personality and Social Psychology Review, v. 22, n. 3, p. 228–59, Oct, 2018. https://doi.org/10.1177/1088868317734080
SERPA, N. C. A inserção e a discriminação da mulher no mercado de trabalho: questão de gênero. Anais do Congresso Fazendo Gênero - Diásporas, Diversidades, Deslocamentos. Florianópolis, SC, Brasil, 2010. Retrieved from: http://www.fazendogenero.ufsc.br/9/resources/anais/1265896752_ARQUIVO_AR TIGOREVISAO.pdf
SILVA, M. F. et al. Inteligência emocional como fator motivacional. Revista Métodos e Pesquisa em Administração, v. 2, n. 1, p. 16- 24, 2017. Retrieved from: http://www.periodicos.ufpb.br/ojs/index.php/mepad/article/download/30755/17866
SIQUEIRA, M. M. M.; BARBOSA, N. C.; ALVES, M. T. Construção e validação fatorial de uma medida de inteligência emocional. Revista Teoria e pesquisa, v. 15, n. 2, p. 143- 152, May – Aug, 1999. https://doi.org/10.1590/S0102-37721999000200007
SOUZA, T. J. A.; BASTOS, P. R. H. O. A carreira profissional e o mercado de trabalho na questão de gênero. Revista Caderno Espaço Feminino, v. 25, n. 1, p. 6-16, june, 2012. Retrieved from: http://www.seer.ufu.br/index.php/neguem/article/download/7330/11075
STERLING, A. D. et al. The Confidence GAP predicts the gender pay gap among STEM graduates. Proceedings of the National Academy of Sciences, v. 117, n. 48, p. 30303-30308, nov, 2020. https://doi.org/10.1073/pnas.2010269117
SWANSON, J. L.; DANIELS, K. K.; TOKAR, D. M. Assessing perceptions of career-related barriers: The Career Barriers Inventory. Journal of Career Assessment, v. 4, n. 2, p. 219–244, march, 1996. https://doi.org/10.1177/106907279600400207
TOMAZELA, C. V. Relatos sobre inteligência emocional por mulheres líderes. (Master's thesis). Universidade Católica de Brasília, Brasília, DF, Brasil, 2018. Retrieved from: https://bdtd.ucb.br:8443/jspui/handle/tede/2545
United Nations Educational, Scientific and Cultural Organization. Decifrar o código: educação de meninas e mulheres em ciências, tecnologia, engenharia e matemática (STEM). Brasil, 2018. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000264691
United Nations Educational, Scientific and Cultural Organization. Mapeamento de iniciativas de estímulo de meninas e jovens à área de STEM no Brasil. Brasil, 2019. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000380903
VASHISHT, S.; KAUSHAL, P.; VASHISHT, R. Emotional intelligence, Personality Variables and Career Adaptability: A Systematic Review and Meta-analysis. Vision, p. 1-13, march, 2021. https://doi.org/10.1177/0972262921989877
WIESELMANN, J. R.; ROEHRIG, G. H.; KIM, J. N. Who succeeds in STEM? Elementary girls’ attitudes and beliefs about self and STEM. School Science and Mathematics, v.120, n. 5, p. 297-308, May, 2020. https://doi.org/10.1111/ssm.12407
WIJAYATI, D. T., KAUTSAR, A., & KARWANTO, K. Emotional Intelligence, Work-Family Conflict, and Job Satisfaction on Junior High School Teacher's Performance. International Journal of Higher Education, v. 9, n. 1, p. 179-188, Jan, 2020. https://doi.org/10.5430/ijhe.v9n1p179
WILKINS-YEL, K. G. et al. “I can’t push off my own Mental Health”: Chilly STEM climates, mental health, and STEM persistence among Black, Latina, and White graduate women. Sex Roles, v. 86, p. 208–232, Jan, 2022. https://doi.org/10.1007/s11199-021-01262-1
BOFFI, L. C.; OLIVEIRA-SILVA, L. C. Enfrentando as estatísticas: estratégias para permanência de mulheres em STEM. Gerais: Revista Interinstitucional de Psicologia, vol. 14, n. special, p. 1-27, dez., 2021. http://dx.doi.org/10.36298/gerais202114e16922.
BRANCO, M. A. R. V. Auto-motivação (1ª ed.). Coimbra: Quarteto Editora, 2004.
BRESCOLL, V. L. Leading with their hearts? How gender stereotypes of emotion lead to biased evaluations of female leaders. The Leadership Quarterly, v. 27, n. 3, p. 415–428, june, 2016. https://doi.org/10.1016/j.leaqua.2016.02.005
BRUSCHINI, C; PUPPIN, A. B. Trabalho de mulheres executivas no Brasil no final do século XX. Revista Caderno de Pesquisa, v. 34, n. 121, p. 105-138, jan/abril, 2004. Avaiable on: <https://publicacoes.fcc.org.br/cp/article/view/491/495>
BURKE, R. J.; MATTIS, M. C. Women and minorities in science, technology, engineering and mathematics: upping the numbers (1ª ed.). Cheltenham: Edward Elgar, 2007.
CADENA, M. V. D. Gender job gaps and challenges in the digital economy: Findings from global governance entities. Cuadernos de Administración, v.36, n. 67, p. 158-171, May, 2020. https://doi.org/10.25100/cdea.v36i67.8767
DIAS, M. S. L.; SOARES, D. H. P. Planejamento de Carreira: Uma orientação para estudantes universitários. São Paulo: Vetor, 2009.
DÍAZ, F. S. Evolución y análisis de la discriminación salarial por género en Chile. El trimestre económico, v. 88, n. 349, p. 39-75, jun, 2021. https://doi.org/10.20430/ete.v88i349.984
FRENZEL, J. E. Exploration of the entrepreneurial orientation and trait emotional intelligence in practicing pharmacists. Journal of the American Pharmacists Association: JAPhA, v. 60, n. 5, p. 723–728.e2, feb, 2020. https://doi.org/10.1016/j.japh.2020.01.022
FRUTUOSO, D. G. Barreiras e suporte: evidências de validade de um instrumento integrado de variáveis contextuais de carreira. Trabalho de Conclusão de Curso (Graduação em Psicologia) - Universidade Federal de Uberlândia, Uberlândia, 2022. https://repositorio.ufu.br/handle/123456789/34580
GOLEMAN, D. Trabalhando com a Inteligência Emocional. Rio de Janeiro: Objetiva, 2001.
GOLEMAN, D. Inteligência emocional: a teoria revolucionária que define o que é ser inteligente (10ª ed.). Rio de Janeiro: Objetiva, 2007.
HAERTEL, H. B. M.; CARVALHO, R. A. S. Mulheres na ciência: obstáculos à carreira no campo da Administração (Completion of course work). Universidade Federal de Santa Catarina – UFSC, Florianópolis, SC, Brasil, 2007. Retrieved from: https://repositorio.ufsc.br/xmlui/handle/123456789/181662
HENDERSON, H. L. et al. Seeking congruity for communal and agentic goals: a longitudinal examination of US college women’s persistence in STEM. Social Psychology of Education, v. 25, p. 649–674, May, 2022. https://doi.org/10.1007/s10834-010-9226-z
Instituto Brasileiro de Geografia e Estatística. Estatísticas de Gênero, indicadores sociais das mulheres no Brasil. Brasil, 2021. Retrieved from: https:// https://biblioteca.ibge.gov.br/visualizacao/livros/liv101784_informativo.pdf
Instituto Nacional de Estudos e Pesquisas Anísio Teixeira | Inep. Resumo Técnico: Censo da Educação Superior 2020. Brasil, 2020. Retrieved from: https://download.inep.gov.br/publicacoes/institucionais/estatisticas_e_indicadores/resumo_tecnico_censo_da_educacao_superior_2020.pdf
International Labor Organization. World Employment and Social Outlook: Trends 2022. Brasil, 2022. Retrieved from: https://www.ilo.org/wcmsp5/groups/public/---dgreports/---dcomm/---publ/documents/publication/wcms_834081.pdf
KANG, L. S.; KAUR, G. Personal Cognitive Factors Affecting Career Aspirations of Women Working in Financial Sector in India. Vision, v. 24, n. 4, p. 419–430, June, 2020. https://doi.org/10.1177/0972262920931344
KIM, M. S. Concept Mapping of Career Motivation of Women With Higher Education. Frontiers in Psychology, v. 11, article 1073, May, 2020. https://doi.org/10.3389/fpsyg.2020.01073
LENT, R. W. et al. Social cognitive predictors of adjustment to engineering majors across gender and race/ethnicity. Journal of Vocational Behavior, v. 83, n. 1, p. 22-30, Aug, 2013. https://doi.org/10.1016/j.jvb.2013.02.006
LIMA, L. L. B. A masculinização da mulher líder no Brasil: quatro estudos sobre estereótipos de gênero e protótipos de liderança. (Masters dissertation). Fundação Getúlio Vargas – FGV, Rio de Janeiro, RJ, Brasil, 2011. Retrieved from: https://bibliotecadigital.fgv.br/dspace/handle/10438/8633
MAYER, J. D.; SALOVEY, P. What is emotional intelligence? In ________. Emotional development and emotional intelligence: implications for educators. New York: Basic Books, 1997, pp. 3-13.
MARQUES, M. F. G. Concepção de Inteligência Emocional em Contexto Educativo e Profissional: Estudo Sobre uma Universidade Angolana (Master’s thesis). Universidade de Lisboa, Lisboa, Portugal, 2011 Retrieved from: http://repositorio.ul.pt/bitstream/10451/5513/1/ulfpie039790_tm.pdf
NOONAN, R. Women in STEM: 2017 Update. Office of the Chief Economist, Economics and Statistics Administration, U.S. Department of Commerce, 2017 Retrieved from: https://files.eric.ed.gov/fulltext/ED590906.pdf
NUNES, M. F. O. Funcionamento e desenvolvimento das crenças de auto-eficácia: Uma revisão. Revista Brasileira de Orientação Profissional, v. 9, n. 1, p. 29-42, jun, 2008. Retrieved from: http://pepsic.bvsalud.org/pdf/rbop/v9n1/v9n1a04.pdf
OLIVEIRA-SILVA, L. C.; PARREIRA, V. A. D. Barreiras e enfrentamentos de mulheres em carreiras predominantemente masculinas. Revista Estudos Feministas, v. 30, n. 1, e74161, May, 2022. https://doi.org/10.1590/1806-9584-2022v30n174161
PERUGINI, M. L. L. Nuevas metáforas acerca de las mujeres líderes. Revista Psicología, Cultura y Sociedad, v. 9, n. 1, p. 65-80, nov, 2009. Retrieved from: https://dspace.palermo.edu/ojs/index.php/psicodebate/article/view/408/188
PRIETO-RODRIGUEZ, E. et al. A study of factors affecting women’s lived experiences in STEM. Humanities and Social Sciences Communications, v. 9, n. 1, p. 1-11, April, 2022. https://doi.org/10.1057/s41599-022-01136-1
PICO-SALTOS, R. et al. Research Trends in Career Success: A Bibliometric Review. Sustainability, v. 13, n. 9, e4625, April, 2021. https://dx.doi.org/10.3390/su13094625
RAIFF, G. W. The influence of perceived career barriers on college women’s career planning. Doctoral dissertation. University Of North Texas. Texas, 2004. Retrieved from:https://digital.library.unt.edu/ark:/67531/metadc4685/m2/1/high_res_d/dissertation.pdf
RAELIN, J. A. et al. The Gendered Effect of Cooperative Education, Contextual Support, and Self-Efficacy on Undergraduate Retention. Journal of Engineering Education, v. 103, n. 4, p. 599-624, Oct, 2014. https://doi.org/10.1002/jee.20060
REMA, M. K.; GUPTA, R. Emotional Intelligence and Subjective Well-being among Working Women. Journal of International Women's Studies, v. 22, n. 6, p. 55-65, June, 2021. Retrieved from: https://vc.bridgew.edu/jiws/vol22/iss6/7
SASS, C. et al. Um relato sobre estratégias de motivação e ensino de lógica de programação para e por mulheres. VII Congresso Brasileiro de Informática na Educação. Florianópolis, SC, Brasil, 2018. Retrieved from http://www.en.wwc2017.eventos.dype.com.br/resources/anais/1503888934_ARQU IVO_TrabalhoAdrianaPontesPaiva.pdf
SCHMADER, T. (2022). Gender Inclusion and Fit in STEM. Annual Review of Psychology, 74, p. 219- 243, Aug, 2022. https://doi.org/10.1146/annurev-psych-032720-043052
SCHMADER, T.; SEDIKIDES, C. State authenticity as fit to environment: the implications of social identity for fit, authenticity, and self-segregation. Personality and Social Psychology Review, v. 22, n. 3, p. 228–59, Oct, 2018. https://doi.org/10.1177/1088868317734080
SERPA, N. C. A inserção e a discriminação da mulher no mercado de trabalho: questão de gênero. Anais do Congresso Fazendo Gênero - Diásporas, Diversidades, Deslocamentos. Florianópolis, SC, Brasil, 2010. Retrieved from: http://www.fazendogenero.ufsc.br/9/resources/anais/1265896752_ARQUIVO_AR TIGOREVISAO.pdf
SILVA, M. F. et al. Inteligência emocional como fator motivacional. Revista Métodos e Pesquisa em Administração, v. 2, n. 1, p. 16- 24, 2017. Retrieved from: http://www.periodicos.ufpb.br/ojs/index.php/mepad/article/download/30755/17866
SIQUEIRA, M. M. M.; BARBOSA, N. C.; ALVES, M. T. Construção e validação fatorial de uma medida de inteligência emocional. Revista Teoria e pesquisa, v. 15, n. 2, p. 143- 152, May – Aug, 1999. https://doi.org/10.1590/S0102-37721999000200007
SOUZA, T. J. A.; BASTOS, P. R. H. O. A carreira profissional e o mercado de trabalho na questão de gênero. Revista Caderno Espaço Feminino, v. 25, n. 1, p. 6-16, june, 2012. Retrieved from: http://www.seer.ufu.br/index.php/neguem/article/download/7330/11075
STERLING, A. D. et al. The Confidence GAP predicts the gender pay gap among STEM graduates. Proceedings of the National Academy of Sciences, v. 117, n. 48, p. 30303-30308, nov, 2020. https://doi.org/10.1073/pnas.2010269117
SWANSON, J. L.; DANIELS, K. K.; TOKAR, D. M. Assessing perceptions of career-related barriers: The Career Barriers Inventory. Journal of Career Assessment, v. 4, n. 2, p. 219–244, march, 1996. https://doi.org/10.1177/106907279600400207
TOMAZELA, C. V. Relatos sobre inteligência emocional por mulheres líderes. (Master's thesis). Universidade Católica de Brasília, Brasília, DF, Brasil, 2018. Retrieved from: https://bdtd.ucb.br:8443/jspui/handle/tede/2545
United Nations Educational, Scientific and Cultural Organization. Decifrar o código: educação de meninas e mulheres em ciências, tecnologia, engenharia e matemática (STEM). Brasil, 2018. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000264691
United Nations Educational, Scientific and Cultural Organization. Mapeamento de iniciativas de estímulo de meninas e jovens à área de STEM no Brasil. Brasil, 2019. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000380903
VASHISHT, S.; KAUSHAL, P.; VASHISHT, R. Emotional intelligence, Personality Variables and Career Adaptability: A Systematic Review and Meta-analysis. Vision, p. 1-13, march, 2021. https://doi.org/10.1177/0972262921989877
WIESELMANN, J. R.; ROEHRIG, G. H.; KIM, J. N. Who succeeds in STEM? Elementary girls’ attitudes and beliefs about self and STEM. School Science and Mathematics, v.120, n. 5, p. 297-308, May, 2020. https://doi.org/10.1111/ssm.12407
WIJAYATI, D. T., KAUTSAR, A., & KARWANTO, K. Emotional Intelligence, Work-Family Conflict, and Job Satisfaction on Junior High School Teacher's Performance. International Journal of Higher Education, v. 9, n. 1, p. 179-188, Jan, 2020. https://doi.org/10.5430/ijhe.v9n1p179
WILKINS-YEL, K. G. et al. “I can’t push off my own Mental Health”: Chilly STEM climates, mental health, and STEM persistence among Black, Latina, and White graduate women. Sex Roles, v. 86, p. 208–232, Jan, 2022. https://doi.org/10.1007/s11199-021-01262-1
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2023-04-19
How to Cite
Oliveira-Silva, L. C., Andrade, R. B. N. M., & Silva, A. P. dos R. (2023). MULHERES EM STEM: INTELIGÊNCIA EMOCIONAL INFLUENCIA NA PERCEPÇÃO DAS BARREIRAS?. South American Development Society Journal, 9(25), 98. https://doi.org/10.24325/issn.2446-5763.v9i25p98-114
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