Exploring Gender Differences across Elementary, Middle, and High School Students' Science and Math Attitudes and Interest

Autor/in	LeGrand, Julie
Titel	Exploring Gender Differences across Elementary, Middle, and High School Students' Science and Math Attitudes and Interest
Quelle	(2013), (236 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-9504-9
Schlagwörter	Hochschulschrift; Dissertation; Gender Differences; STEM Education; Social Influences; Cultural Influences; Career Choice; Science Interests; Student Interests; Mathematics Education; Science Education; Elementary School Students; Middle School Students; High School Students; Student Surveys; Public Schools; Suburban Schools; Mixed Methods Research; Focus Groups; Regression (Statistics); Age Differences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Geschlechterkonflikt; STEM; Sozialer Einfluss; Cultural influence; Kultureinfluss; Studieninteresse; Mathematische Bildung; Naturwissenschaftliche Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schülerbefragung; Public school; Öffentliche Schule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Regression; Regressionsanalyse; Age; Difference; Age difference; Altersunterschied
Abstract	The issue of female underrespresentation in science, mathematics, engineering, and technology careers and courses has been well researched over the last several decades. However, as gender gaps in achievement close and representation becomes more equitable in certain academic domains, research has turned to social and cultural factors to explain why fewer women persist in STEM studies and careers than men. The purpose of this study was to examine gender differences in science and math attitudes and interests from elementary school, to middle school, to high school. To examine possible gender-specific shifts in students' interest and attitudes in science and math, 136 students from a suburban, public school district were surveyed at the elementary school level (N=31), middle school level (N=54), and high school level (N=51) and various constructs were used to assess the responses in accordance with expectancy-value theory. Utilizing a mixed-methods approach, a random sample of students from each grade level then participated in focus groups, and corollary themes were identified. Results from a logistical regression analysis and Mann-Whitney Test indicated that significant gender differences exist for interest, efficacy, expectancy, and value within science domains (p<0.05), although these differences are not the same at each grade level or for each scientific discipline. Significant gender differences in mathematics are present only at the elementary school level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01