Women who work as STEM instructors are more inclined to reveal personal information about their identities to their undergraduate students, particularly information that may carry social stigma, such as experiences with depression or growing up in a low-income household. This finding emerged from a recent study conducted by Carly Busch and her colleagues at Arizona State University, United States. The study, which was published on July 19, 2023 in the open-access journal PLOS ONE, sheds light on the potential motivations behind these disclosure decisions, suggesting that women may be driven by a desire to serve as positive role models for their students.
The research delves into the phenomenon of disclosure by female STEM instructors, revealing an interesting pattern. These educators display a greater tendency to share personal information related to their own struggles, challenges, and disadvantaged backgrounds, compared to their male counterparts within the same profession. By openly discussing experiences with mental health issues or limited financial resources, these women aim to create a relatable connection with their students, fostering an environment of understanding and empathy.
One possible explanation for this behavior is that women recognize the significance of representation in STEM fields. With women being underrepresented in science, technology, engineering, and mathematics, female instructors may see themselves as agents of change, striving to defy stereotypes and inspire their students. By disclosing their own personal journeys, they aim to demonstrate that success in STEM is attainable regardless of one’s background or circumstances. Essentially, they hope to motivate and empower students who may face similar challenges, encouraging them to persist in their pursuits and overcome any obstacles they encounter.
Moreover, the study highlights the potential impact of role modeling on student outcomes. When students witness their instructors’ vulnerability and resilience, it can positively influence their academic performance and career aspirations. By sharing personal stories, these women facilitate a sense of belonging and provide reassurance to students who may feel marginalized or discouraged in STEM disciplines. The act of disclosure serves as a powerful tool to combat the imposter syndrome that often plagues underrepresented groups in academia.
However, it is worth noting that disclosure is a deeply personal choice and not all female STEM instructors may choose to share their personal experiences. The decision to disclose is dependent on various factors, including individual comfort levels, professional boundaries, and institutional policies. Furthermore, this study primarily focuses on women in STEM instruction but does not discount the potential for male instructors to engage in similar disclosure practices.
In conclusion, the study by Carly Busch and her team sheds light on the tendency of women working as STEM instructors to disclose personal information to their undergraduate students, particularly experiences that carry social stigma. This behavior can be attributed to their desire to serve as role models, breaking down barriers and inspiring their students. By sharing their own struggles and triumphs, these instructors foster an environment of understanding and empower students to overcome challenges in their academic and professional journeys. This research underscores the importance of diverse and relatable role models in STEM education, offering insights into strategies that can enhance student engagement and success.
