Sectoral and Gender-Wise Analysis of the Choice of Computer Science Studies in Israeli High Schools

Autor/inn/en	Eidelman, L.; Hazzan, O.
Titel	Sectoral and Gender-Wise Analysis of the Choice of Computer Science Studies in Israeli High Schools
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 27 (2008) 4, S.391-422 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Foreign Countries; High School Students; Jews; Computer Science; Statistical Analysis; Course Selection (Students); Gender Differences; Females; Arabs; Womens Education; Disproportionate Representation; Questionnaires; Interviews; Observation; Decision Making; Self Efficacy; Student Interests; Student Attitudes; Outcomes of Education; Racial Differences; Teacher Influence; Teacher Competencies; Advanced Courses; Israel + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Jew; Jude; Jüdin; Juden; Informatik; Statistische Analyse; Course selection; Kurswahl; Geschlechterkonflikt; Weibliches Geschlecht; Arab; Araber; 'Women''s education'; Frauenbildung; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Decision-making; Entscheidungsfindung; Self-efficacy; Selbstwirksamkeit; Studieninteresse; Schülerverhalten; Lernleistung; Schulerfolg; Rassenunterschied; Lehrkunst; Fortgeschrittenenunterricht
Abstract	Worldwide surveys indicate that the number of women studying undergraduate-level Computer Science is constantly decreasing. Based on data collected in Israel, significant differences were found in the percentages of female high school students studying advanced-level Computer Science among different sectors. More specifically, while the percentage of female high school students studying advanced-level Computer Science is about 50% for the Arab minority sector, the percentage of female students studying Computer Science at the same level among the Jewish majority sector is only about 25%. This situation was investigated by using both qualitative and quantitative research tools. The paper analyzes this situation within the model of "achievement-related choices" developed by Eccles and her colleagues. (Contains 15 tables.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10