Female and Male Adolescents' Subjective Orientations to Mathematics and the Influence of Those Orientations on Postsecondary Majors

Autor/inn/en	Perez-Felkner, Lara; McDonald, Sarah-Kathryn; Schneider, Barbara; Grogan, Erin
Titel	Female and Male Adolescents' Subjective Orientations to Mathematics and the Influence of Those Orientations on Postsecondary Majors
Quelle	In: Developmental Psychology, 48 (2012) 6, S.1658-1673 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0027020
Schlagwörter	Adolescents; Parent Child Relationship; Structural Equation Models; Mathematics Education; Majors (Students); Higher Education; Gender Differences; Disproportionate Representation; Academic Achievement; STEM Education; Career Choice; Secondary Education; Mathematics Achievement; Advanced Courses + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mathematische Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschlechterkonflikt; Schulleistung; STEM; Sekundarbereich; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fortgeschrittenenunterricht
Abstract	Although important strides toward gender parity have been made in several scientific fields, women remain underrepresented in the physical sciences, engineering, mathematics, and computer sciences (PEMCs). This study examines the effects of adolescents' subjective orientations, course taking, and academic performance on the likelihood of majoring in PEMC in college. Results indicate that racial-ethnic and gender underrepresentation in science, technology, engineering, and mathematics (STEM) fields are interrelated and should be examined with attention to the intersecting factors influencing female and racial-ethnic minority adolescents' pathways toward careers in these fields. Among those who major in PEMC fields, women closely resemble men with respect to their subjective orientations. The effects of subjective orientations on women's chances of majoring in PEMC vary by their secondary school mathematics course completion levels. Women who take more mathematics courses are more likely to major in PEMC; however, course taking alone does not attenuate gender disparities in declaring these majors. High mathematics ability (as measured by standardized test scores in the 10th grade) appears to be positively associated with women's selection of social, behavioral, clinical, and health science majors. This association is less robust (and slightly negative) for women in PEMC. While advanced course taking appears to assist women in selecting PEMC majors, women who enter these fields may not be as strong as those who select other, less male-dominated scientific fields. (Contains 7 tables and 3 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10