Examining High School Students' Gendered Beliefs about Math: Predictors and Implications for Choice of STEM College Majors

Autor/inn/en	Riegle-Crumb, Catherine; Peng, Menglu
Titel	Examining High School Students' Gendered Beliefs about Math: Predictors and Implications for Choice of STEM College Majors
Quelle	In: Sociology of Education, 94 (2021) 3, S.227-248 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riegle-Crumb, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/00380407211014777
Schlagwörter	High School Students; Adolescents; Beliefs; Gender Issues; Gender Differences; Sex Stereotypes; Mathematics Achievement; Self Efficacy; STEM Education; Physical Sciences; Biological Sciences; Majors (Students); Predictor Variables; Racial Differences; Ethnicity; Social Class; Socioeconomic Background; Longitudinal Studies; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Belief; Glaube; Geschlechterfrage; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Self-efficacy; Selbstwirksamkeit; STEM; Natural sciences; Naturwissenschaften; Naturwissenschaft; Abwasserbiologie; Prädiktor; Rassenunterschied; Ethnizität; Social classes; Soziale Klasse; Sozioökonomische Lage; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Utilizing the High School Longitudinal Study, a nationally representative sample of U.S. high school students, this study investigates the factors that predict different beliefs about gendered math ability and the potential consequences for students' choices to enter gender-segregated science, technology, engineering, and mathematics (STEM) majors in college. Among other results, analyses reveal that while about 25 percent of students report a traditionally stereotypical belief in male superiority, about 20 percent report a counter-stereotypical belief in female superiority; among female students, such beliefs are more common among black students. Further, models reveal a robust association between holding counter-stereotypical beliefs and the likelihood that women choose biological science majors, which are female dominated, compared to non-STEM fields. Among men, holding counter-stereotypical beliefs is associated with a lower likelihood of majoring in physical science, computer science, math, and engineering fields, which are strongly male dominated, versus non-STEM fields. Implications for gender inequality in STEM fields are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01