Background and career orientations of women with mathematical aptitude

Handley, Herbert M.; Hickson, Joyce

doi:10.1016/0001-8791(78)90052-0

Journal of Vocational Behavior

1978

DOI: 10.1016/0001-8791(78)90052-0

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Background and career orientations of women with mathematical aptitude

Herbert M. Handley

Joyce Hickson

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1979

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Cited by 7 publications

(1 citation statement)

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“…Within the dichotomous math-nonmath classification, further differentiation of career aspirations was made in regard to the degree to which the young women's career goal was traditional for women. This second differentiation was based partially on findings that female college seniors planning to teach mathematics differ significantly in personality from their counterparts aspiring to nonteaching math careers (Handley & Hickson, 1978) as do men and women science teachers from nonteaching scientists (Handley & Bledsoe, 1968). While teaching math or science in high school is not a traditional career for women, teaching even in these nontraditional content areas may be viewed as relatively more traditional than careers in engineering or statistics.…”

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Self-Perceptions of Ability of Mathematically Talented Female Adolescents

Hollinger

1985

Psychology of Women Quarterly

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Despite their ability, many mathematically talented female adolescents do not aspire to nontraditional careers in mathematics and the sciences. According to the model proposed by Meece, Parsons, Kaczala, Goff, and Futterman (1982), self–concept of math ability is a central mediating variable in predicting long range goals and ultimate achievement in mathematics. The present study tested the hypothesis that, for a sample of 123 mathematically talented female adolescents, consideration of self–perceptions of multiple career–relevant abilities, as measured by Holland's (1977) Self Directed Search, rather than self–concept of math ability alone, is essential to understanding the ideal career aspirations of mathematically talented young women. The results indicate that it is the combined influence of self–perceptions of several career–relevant abilities that differentiates the nontraditional math and nontraditional science career aspirants from more traditional math/science and nonmath career aspiration group members. Implications for professionals working with the mathematically talented female adolescent are discussed.

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confidence: 99%

Self-Perceptions of Ability of Mathematically Talented Female Adolescents

Hollinger

1985

Psychology of Women Quarterly

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Persuading girls to take elective physical science courses in high school: Who are the credible communicators?

Koballa

1988

J Res Sci Teach

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Eighth‐grade girls (N=257) randomly selected from nine different public junior high schools in central Texas were questioned in order to identify the communicators whom they perceive as highly credible regarding reasons for taking elective physical science courses in high school and the attributes associated with these communicators. Four persons were each identified by better than 10 percent of the sample as the best person to try to convince junior high school girls to take elective physical science courses in high school. In order of perceived credibility, these persons are “father,” “woman science teacher,” “mother,” and “boy high school student.” Slight variations in the order of perceived credibility were found when the responses from girls of the different ethnic groups represented in the sample (Caucasian, Hispanic, Black, and Asian) were examined separately. Attributes listed by the respondents for “father,” “woman science teacher,” “mother,” and “boy high school student” were examined and classified into the categories of prestige, trustworthiness, similarity, attractiveness, and power. Prestige and trustworthiness are the attributes associates most frequently with communicators identified as highly credible. Implications of the present study and suggestions for further research are discussed.

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Vocational behavior and career development, 1978: A review

Walsh

1979

Journal of Vocational Behavior

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Background and career orientations of women with mathematical aptitude

Cited by 7 publications

References 5 publications

Self-Perceptions of Ability of Mathematically Talented Female Adolescents

Self-Perceptions of Ability of Mathematically Talented Female Adolescents

Persuading girls to take elective physical science courses in high school: Who are the credible communicators?

Vocational behavior and career development, 1978: A review

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