Factors Underlying Persistent Gendered Option Choices in School Science and Technology in Scotland

Mogelijke verklaringen voor onderwijsachterstanden van jongens

“…In dat kader is bijvoorbeeld veel onderzoek uitgevoerd naar de invloed van seksestereotiepe verwachtingen van ouders op de wiskundeprestaties en het wiskundezelfvertrouwen van hun dochters (o.a. Roger & Duffield, 2000).…”

Gender Differences in Perceived Value of a Program to Promote Academic and Career Success for Students with Disabilities

“…Interestingly, it has been found that in some socialist and formerly communist nations, perhaps due to emphasis on economic/gender equity, greater percentages of women are involved in STEM professions (Hanson, Schaub, & Baker, 1996;Hanson, Fuchs, Aisenbrey, & Kravets, 1999). In more Westernized nations, however, acceptance of stereotypes of females as less competent than men in STEM and of STEM as "too difficult" for females limits their exploration of careers in these fields (Greenfield, Peters, Lane, Rees, & Samuels, 2002;Roger & Duffield, 2000;Seymour & Hewitt, 1997;Steele, 1997;Watt, 2005) and contributes to gender inequity within STEM careers (Bianchini, Cavazos, & Helms, 2000;Gurer & Camp, 2002).…”

“…Factors identified as contributors to this gender underrepresentation include discrimination, social pressure from parents and peers, and internalized negative attitudes and beliefs about mathematics (European Commission, 2001;Roger & Duffield, 2000;Steele, 1997;Watt, 2005). Sex role stereotyping promotes the notion that boys are inherently better at math and have more use for math skills than girls (e.g., Eccles, 1994).…”

Digital Divas

“…Girls are more positive towards IT when the curriculum incorporates group work or cooperative assignments rather than individual projects. Furthermore, it has also been found that teachers and the teaching approaches adopted have an effect on girls' course and career choices (Roger & Duffield, 2000).…”