Adolescent Girls? and Boys? Science Peer Relationships and Perceptions of the Possible Self as Scientist

Stake, Jayne E.; Nickens, Shannon D.

doi:10.1007/s11199-005-1189-4

Cited by 85 publications

(57 citation statements)

References 44 publications

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“…Peer attitudes also play a role in how positively a child feels toward these fields. Not surprisingly, children whose peers encourage positive attitudes toward science and those who have positive interactions with peers related to science have more positive attitudes (Stake, 2006) and stronger expectations that a future career in science is possible (Stake & Nickens, 2005). These findings hold for both girls and boys.…”

Section: Peer Influencementioning

confidence: 82%

Psychological Barriers to STEM Participation for Women Over the Course of Development

Saucerman¹,

Vasquez²

2014

Adultspan Journal

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Women continue to be underrepresented in science, technology, engineering, and mathematics (STEM). This literature review examines psychological factors over the course of development that contribute to the ongoing underrepresentation of women in these fields. The authors present fundamental principles that pose barriers to women in STEM."Math class is tough!" complained Teen Talk Barbie dolls in 1992. The nownotorious statement spurred controversy in the science, technology, engineering, and mathematics (STEM) community, resulting in Mattel's offering to trade an inoffensive version of the doll for the ones that were programmed to say the phrase ("Mattel Says," 1992). In a letter addressing the controversy, Mattel's president indicated that, although the company considered the statement to be a sentiment shared by many male and female students, "We didn't fully consider the negative implications of this phrase."Perhaps the doll would not have been the target of criticism if it were not released in a society in which boys continually outscore girls in STEM-related advanced placement exams (American Association of University Women [AAUW], 2010), teachers evaluate their male students' mathematical ability as being higher than that of female students despite performance measures that indicate roughly equal ability (Tiedemann, 2000), and women are considered less likable for demonstrating competence in a predominantly male discipline (Heilman, Wallen, Fuchs, & Tamkins, 2004). Hearing "Math class is tough!" from a child's doll is particularly troubling for numerous parents, educators, and researchers because they understand how its message operates within a social context that repeatedly discourages women and girls from entering and succeeding in STEM fields.

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Section: Peer Influencementioning

confidence: 82%

Psychological Barriers to STEM Participation for Women Over the Course of Development

Saucerman¹,

Vasquez²

2014

Adultspan Journal

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“…While research suggests that peers Children's aspirations in science 27 may have some influence on attitudes, choices and aspirations, this relationship does not seem to be direct, individuals may not be aware of its influence on them, and it may also vary with age (e.g. Aschbacher, Li, & Roth, 2010;George, 2006;Jacobs et al, 1998;Panizzon & Levins, 1997;Springate et al, 2008;Stake & Nickens, 2005). It is perhaps not surprising, then, that our analyses did not find peer attitudes to science (or to school) to be closely related to student aspirations in science, although they were correlated with attitudes to school science.…”

Section: Discussionmentioning

confidence: 99%

Young Children's Aspirations in Science: The unequivocal, the uncertain and the unthinkable

DeWitt

Osborne

Archer

et al. 2013

International Journal of Science Education

190

128

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“…However, in mathematics, the boys nominated only boys from the second grade on, and the girls began nominating more boys than girls beginning in fourth grade. By middle adolescence, girls generally receive less peer support for science activities than boys do (Stake & Nickens, 2005). Science enrichment programs can be helpful in counteracting these effects, by giving girls a science-supportive peer network (Stake & Nickens, 2005).…”

Section: Family Neighborhood Peer and School Influencesmentioning

confidence: 99%

The Science of Sex Differences in Science and Mathematics

Halpern

Benbow

Geary

et al. 2007

Psychol Sci Public Interest

945

696

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SummaryAmid ongoing public speculation about the reasons for sex differences in careers in science and mathematics, we present a consensus statement that is based on the best available scientific evidence. Sex differences in science and math achievement and ability are smaller for the midrange of the abilities distribution than they are for those with the highest levels of achievement and ability. Males are more variable on most measures of quantitative and visuospatial ability, which necessarily results in more males at both high-and low-ability extremes; the reasons why males are often more variable remain elusive. Successful careers in math and science require many types of cognitive abilities. Females tend to excel in verbal abilities, with large differences between females and males found when assessments include writing samples. High-level achievement in science and math requires the ability to communicate effectively and comprehend abstract ideas, so the female advantage in writing should be helpful in all academic domains. Males outperform females on most measures of visuospatial abilities, which have been implicated as contributing to sex differences on standardized exams in mathematics and science. An evolutionary account of sex differences in mathematics and science supports the conclusion that, although sex differences in math and science performance have not directly evolved, they could be indirectly related to differences in interests and specific brain and cognitive systems. We review the brain basis for sex differences in science and mathematics, describe consistent effects, and identify numerous possible correlates. Experience alters brain structures and functioning, so causal statements about brain differences and success in math and science are circular. A wide range of sociocultural forces contribute to sex differences in mathematics and science achievement and abilityincluding the effects of family, neighborhood, peer, and school influences; training and experience; and cultural practices. We conclude that early experience, biological factors, educational policy, and cultural context affect the number of women and men who pursue advanced study in science and math and that these effects add and interact in complex ways. There

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Adolescent Girls? and Boys? Science Peer Relationships and Perceptions of the Possible Self as Scientist

Cited by 85 publications

References 44 publications

Psychological Barriers to STEM Participation for Women Over the Course of Development

Psychological Barriers to STEM Participation for Women Over the Course of Development

Young Children's Aspirations in Science: The unequivocal, the uncertain and the unthinkable

The Science of Sex Differences in Science and Mathematics

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