期刊
FRONTIERS IN PSYCHOLOGY
卷 8, 期 -, 页码 -出版社
FRONTIERS MEDIA SA
DOI: 10.3389/fpsyg.2017.00386
关键词
STEM; gender; sex segregation; STEM education; college majors; ability beliefs; mathematics ability; challenge
资金
- Florida State University's Center for Postsecondary Success
- Florida State University's Center for Higher Education Research Teaching and innovation
- National Science Foundation [1232139]
- Division Of Human Resource Development
- Direct For Education and Human Resources [1232139] Funding Source: National Science Foundation
Do mathematics ability beliefs explain gender gaps in the physical science, engineering, mathematics, and computer science fields (PEMC) and other science fields? We leverage U.S. nationally representative longitudinal data to estimate gendered differences in girls' and boys' perceptions of mathematics ability with the most difficult or challenging material. Our analyses examine the potentially interacting effects of gender and these ability beliefs on students pathways to scientific careers. Specifically, we study how beliefs about ability with challenging mathematics influence girls' and boys' choices to pursue PEMC degrees, evaluating educational milestones over a 6-year period: advanced science course completion in secondary school and postsecondary major retention and selection. Our findings indicate even at the same levels of observed ability, girls' mathematics ability beliefs under challenge are markedly lower than those of boys. These beliefs matter over time, potentially tripling girls' chances of majoring in PEMC sciences, over and above biological science fields, all else being equal. Implications and potential interventions are discussed.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据