Title: Men in feminism: A self-determination perspective and goals for the future.
Men can make important contributions to gender equality, but a variety of obstacles impede their engagement with feminism. In this article, we propose a self-determination (Ryan & Deci, 2000) approach to supporting men’s feminist engagement. We argue that men are more likely to engage with feminism more consistently and effectively if they internalize feminist goals and incorporate them into their sense of self, that is, if they develop autonomous motivation. We argue further that men are more likely to develop autonomous motivation if their engagement with feminism satisfies basic psychological needs for autonomy, relatedness, and competence. We suggest a variety of strategies to meet these needs, among them: framing feminism as a men’s issue, considering men’s viewpoints and values, portraying feminism as consistent with gender and masculine norms, encouraging positive interactions with feminist women, and presenting other feminist men as role models and mentors. According to bell hooks (1984), “sexism and sexist oppression, they can only be successfully eradicated if men are compelled to assume responsibility for transforming their consciousness and the consciousness of society as a whole” (p. 81). Our article applies the self-determination theory (Ryan & Deci, 2000) to encourage men to do so. (PsycInfo Database Record (c) 2025 APA, all rights reserved) more »« less
One of the most used game design elements in gamification design is leaderboard, a scoreboard showing participants’ current scores and rankings. Though many studies suggest the positive effects of leaderboard on participants’ learning and motivation (Kalogiannakis, Papadakis, & Zourmpakis, 2021), research also shows that not all students benefit from the use of leaderboard (Andrade, Mizoguchi, & Isotani, 2016; Nicholson, 2013). Based on self-determination theory (SDT) (Ryan & Deci, 2017), we designed a study where undergraduate math students completed a leaderboard-based review, and addressed two questions: (RQ1) How are students’ perceived autonomy and competence associated with their enjoyment and intention of continued participation? (RQ2) How is student actual competence associated with their enjoyment and intention of continued participation?
One of the most used game design elements in gamification design is leaderboard, a scoreboard showing participants’ current scores and rankings. Though many studies suggest the positive effects of leaderboard on participants’ learning and motivation (Kalogiannakis, Papadakis, & Zourmpakis, 2021), research also shows that not all students benefit from the use of leaderboard (Andrade, Mizoguchi, & Isotani, 2016; Nicholson, 2013). Based on self-determination theory (SDT) (Ryan & Deci, 2017), we designed a study where undergraduate math students completed a leaderboard-based review, and addressed two questions: (RQ1) How are students’ perceived autonomy and competence associated with their enjoyment and intention of continued participation? (RQ2) How is student actual competence associated with their enjoyment and intention of continued participation?
Salgado, H; Kendall, M; Urquidi, Y; Coso Strong, A
(, American Society for Engineering Education Annual Conference)
This research paper examines faculty perceptions of and approaches towards fostering students’ motivation to learn engineering at Hispanic-Serving Institutions (HSIs). By aligning learning experiences with what motivates Hispanic or Latinx students, the resulting higher student motivation could increase the sense of belonging for underrepresented populations in engineering, ultimately improving student retention and persistence through meaningful instructional practices. Motivation to learn encompasses individuals' perspectives about themselves, the course material, the broader educational curriculum, and their role in their own learning [1]. Students’ motivation can be supported or hindered by their interactions with others, peers, and educators. As such, an educator’s teaching style is a critical part of this process [2]. Therefore, because of the link between a faculty member’s ability to foster student motivation and improved learning outcomes, this paper seeks to explore how engineering faculty approach student motivation in their course designs at Hispanic-Serving Institutions. Humans are curious beings naturally drawn to exploration and learning. Self Determination Theory (SDT), popularized by Ryan and Deci, describes the interconnection of extrinsic (external) and intrinsic (internal) motivators, acknowledging the link between student’s physiological needs and their learning motivations [1], [3]. SDT proposes that students must experience the satisfaction of competence, autonomy, and relatedness for a high level of intrinsic motivation. Further, research indicates that appropriately structured, highly autonomy-supportive teaching styles that foster intrinsic motivation are associated with improved student outcomes [2]. However, further research is needed to observe how faculty prioritize students’ innate needs and how they seek to foster student motivation in tangible ways within their engineering classrooms. Therefore, this paper seeks to answer the following research question: What educational supports do engineering faculty at HSIs propose to embed in their curricula to increase their students’ intrinsic motivation? To answer this question, thirty-six engineering educators from thirteen two- and four-year HSIs from across the continental United States were introduced to the SDT and approaches for supporting students’ intrinsic motivation during a multi-institutional faculty development workshop series. Participants were asked to reflect on and prototype learning experiences that would promote intrinsic motivation and fulfill students’ needs for competence, relatedness, and autonomy to learn engineering [1]. Data were collected through a series of reflection worksheets where participants were asked to describe their target stakeholders, define a course redesign goal, and generate possible solutions while considering the impact of the redesign on student motivation. Qualitative analysis was used to explore participant responses. Analysis indicates that the participants were more likely to simultaneously address multiple motivational constructs when attempting to improve student motivation, rather than addressing them individually. Some of these approaches included the adoption of autonomy-supportive and structured teaching styles. As a result of this research, there is potential to influence future faculty development opportunities at HSIs and further explore intentional learning experiences that promote and foster intrinsic motivation in the engineering classroom.
Youssef, Maro
(, Social Politics: International Studies in Gender, State & Society)
Abstract Following the 2010–2011 revolution, Islamist and secularist political parties and women’s rights organizations formed coalitions in Tunisia. Nothing of the sort had happened before in Tunisian history. This article considers the conditions that led feminists with different ideological beliefs to create what I call an “unlikely feminist coalition” in Tunisia. I argue that Islamists and secularists can form unlikely feminist coalitions when facing similar threats, working on similar tasks prior to formation of the coalition, the experience of common grievances, and a shared feminist identity. Drawing on the gender politics and social movement literature on coalitions, I suggest that more needs to be understood about unlikely feminist coalitions, especially in the Middle East.
Zhang, Anna Yinqi; Belland, Brian. R.
(, 2023 ASEE Annual Conference & Exposition)
This paper took up the tradition of Critical Feminism and Ethnography to examine early childhood education (ECE) pre-service teachers’ perspectives on STEM and robotics integration. The central research questions are (1) How can we make sense of preservice teachers’ formation of STEM/STEAM teacher identity while participating in our robotic unit from a Critical Feminist perspective? (2) What are preservice teachers’ perceptions of benefits, barriers and concerns (both structural level and individual level), and recommendations for pedagogical practice for STEM and robotics integration in ECE? (3) How can we better prepare and support pre-service teachers, largely women and non-STEM-majors, for STEM and robotics content integration in their classrooms? To answer the above questions, we collected interview data from 76 informants from a large public university in the Southeastern United States. Each informant designed a lesson plan on teaching with robots and completed approximately 30-minute structured interviews. We focused on our informants' lived experiences and centered their voices while conducting and analyzing the interviews via thematic coding and category analysis. Analysis of the interview stories indicated that our informants considered the robotics module in their pre-service training as a valuable learning experience of STEM/robotics integration in ECE. The three most commonly perceived benefits of STEM/robotics integration by pre-service teachers are early exposure helps build a STEM knowledge foundation (n = 66), STEM and robotics content effectively increases students’ motivation and engagement (n = 60), and bridging the gender gap in STEM as historically male-dominated fields (n = 27). The three most commonly perceived barriers are concern about age-appropriateness of robots (n = 53), time/state standard constraints (n = 35), and funding/resources available and support from the school and local district (n = 18). Our findings indicate structural and institutional barriers are still present and can potentially deter ECE teachers from implementing STEM/robotics content in their classrooms. We thus call for attention from a structural level instead of shifting the burdens onto both pre-service and in-service teachers. Employing a conscious effort of being self-reflexive, critical, and counter-hegemonic in our practices, this article is one of the first to approach motivation from a Critical Feminism perspective in the field and provides tangible implications for both engineering education research and practice.
Moser, Charlotte E, Siegel, Jaclyn A, and Wiley, Shaun. Men in feminism: A self-determination perspective and goals for the future.. Retrieved from https://par.nsf.gov/biblio/10650110. Psychology of Men & Masculinities 25.4 Web. doi:10.1037/men0000480.
Moser, Charlotte E, Siegel, Jaclyn A, & Wiley, Shaun. Men in feminism: A self-determination perspective and goals for the future.. Psychology of Men & Masculinities, 25 (4). Retrieved from https://par.nsf.gov/biblio/10650110. https://doi.org/10.1037/men0000480
Moser, Charlotte E, Siegel, Jaclyn A, and Wiley, Shaun.
"Men in feminism: A self-determination perspective and goals for the future.". Psychology of Men & Masculinities 25 (4). Country unknown/Code not available: American Psychological Association. https://doi.org/10.1037/men0000480.https://par.nsf.gov/biblio/10650110.
@article{osti_10650110,
place = {Country unknown/Code not available},
title = {Men in feminism: A self-determination perspective and goals for the future.},
url = {https://par.nsf.gov/biblio/10650110},
DOI = {10.1037/men0000480},
abstractNote = {Men can make important contributions to gender equality, but a variety of obstacles impede their engagement with feminism. In this article, we propose a self-determination (Ryan & Deci, 2000) approach to supporting men’s feminist engagement. We argue that men are more likely to engage with feminism more consistently and effectively if they internalize feminist goals and incorporate them into their sense of self, that is, if they develop autonomous motivation. We argue further that men are more likely to develop autonomous motivation if their engagement with feminism satisfies basic psychological needs for autonomy, relatedness, and competence. We suggest a variety of strategies to meet these needs, among them: framing feminism as a men’s issue, considering men’s viewpoints and values, portraying feminism as consistent with gender and masculine norms, encouraging positive interactions with feminist women, and presenting other feminist men as role models and mentors. According to bell hooks (1984), “sexism and sexist oppression, they can only be successfully eradicated if men are compelled to assume responsibility for transforming their consciousness and the consciousness of society as a whole” (p. 81). Our article applies the self-determination theory (Ryan & Deci, 2000) to encourage men to do so. (PsycInfo Database Record (c) 2025 APA, all rights reserved)},
journal = {Psychology of Men & Masculinities},
volume = {25},
number = {4},
publisher = {American Psychological Association},
author = {Moser, Charlotte E and Siegel, Jaclyn A and Wiley, Shaun},
}
Warning: Leaving National Science Foundation Website
You are now leaving the National Science Foundation website to go to a non-government website.
Website:
NSF takes no responsibility for and exercises no control over the views expressed or the accuracy of
the information contained on this site. Also be aware that NSF's privacy policy does not apply to this site.
An official website of the United States government
