Lost Generation of Elite Talent in Science

Subotnik, Rena F.; Stone, Karen Maurer; Steiner, Cynthia

doi:10.4219/jsge-2001-363

Cited by 18 publications

(18 citation statements)

References 12 publications

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“…Gifted female scientists prize their intellectual lives and are attracted to problems and methodologies associated with science work (Subotnik & Arnold, 1995). Talented women in STEM are more interested in maintaining research as part of their professional lives relative to talented men in STEM and talented men and women in non-STEM fields (Subotnik, Stone, & Steiner, 2001).…”

Section: Resultsmentioning

confidence: 99%

“…Mentoring and recognition. Talented STEM women seek mentors more actively and are identified more frequently by mentors as possible protégés (Subotnik et al, 2001). Encouragement from mentors in graduate school plays an important role in STEM women's persistence-for instance, female mathematics students who had doubts about continuing stayed when they were encouraged by their advisors (Herzig, 2004).…”

Section: Positive Social Interactions With Family Peers and Meaningmentioning

confidence: 99%

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Catalysts of Women’s Talent Development in STEM: A Systematic Review

Mullet

Rinn

Kettler

2017

Journal of Advanced Academics

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Numbers of women in the physical sciences, mathematics, and engineering are growing, yet women are still far outnumbered by men at upper levels of those fields. The purpose of the study is to review the literature on academic women who develop exceptional talent in science, technology, engineering, and mathematics (STEM). Data sources included 18 scholarly publications selected according to a systematic protocol. Analysis of the studies' Results and Findings sections yielded four major themes focused on women's personal and psychological characteristics, social catalysts, institutional catalysts, and cultural production. Themes were synthesized into a four-level socio-ecological model of women's STEM talent development. Implications for future research are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Positive Social Interactions With Family Peers and Meaningmentioning

confidence: 99%

Catalysts of Women’s Talent Development in STEM: A Systematic Review

Mullet

Rinn

Kettler

2017

Journal of Advanced Academics

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“…Other researchers have explored the cause of the gender deficit in certain STEM fields by examining psychosocial variables such as influence of parents (particularly mothers; Bleeker & Jacobs, 2004;Jacobs & Eccles, 1993); a belief in the malleability of ability and intelligence (Dweck, 2007); differences in interests and preferences (Chipman, Krantz, & Silver, 1992;Lubinski & Benbow, 1992, 2001Toutkoushian & Bellas, 2005); differences in self-perception (Eccles, 1994); epistemological beliefs (Belenky, Clinchy, Goldberger, & Tarule, 1986;Enman & Lupart, 2000;Gilligan, 1982); gender bias and discrimination (Heilman & Wallen, 2004;Norton, Vandello, & Darling, 2004); and differences in life experiences, often focusing on the demands placed upon women for raising a family (Arnold, 1992;Feist, 2006;Subotnik, Stone, & Steiner, 2001).…”

Section: Reasons For Gender Discrepanciesmentioning

confidence: 99%

Characteristics of Academically Talented Women Who Achieve at High Levels on the Scholastic Achievement Test-Mathematics

O'Shea

Heilbronner

Reis

2010

Journal of Advanced Academics

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Over the last few decades, researchers have studied the issue of gender differences in math achievement, especially among highly able females. The Scholastic Achievement Test (SAT), the most widely used instrument in the screening of college applicants, continues to show large and consistent differences among high-ability males and females, with profound implications for the educational opportunities and life choices of females. This research study, using qualitative research methods, examined the psychosocial, home, and school characteristics of female seniors in high school who achieved above the 95th percentile on the quantitative section of the SAT. The findings suggest that educators and parents can promote the strengths of mathematically talented females resulting in a number of positive psychosocial factors such as: a view of math as positive and useful, a style that encourages the attribution of success to talent, and confidence and persistence in tasks. In addition, educators who model a passion for mathematics, provide challenging learning activities, and occasionally enable their female students to work cooperatively may encourage these students’ talents. Parents who maintain high expectations for mathematics achievement, who are willing to donate their own time to work with their children on mathematics, and who seem excited and interested in the domain themselves may help their children to achieve at higher levels.

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“…Ces résultats pourraient expliquer le fait que certaines filles au secondaire sont moins enclines à envisager des professions liées aux mathématiques (Debacker et Nelson, 2000;Hango, 2013;Subotnik, Stone et Steiner, 2001). …”

Section: Soutien Des Parentsunclassified

L’importance du soutien des adultes et du rendement en mathématiques : perceptions des élèves issus de cours de mathématiques enrichies au secondaire, lors de leurs choix de filières de formation préuniversitaire

Bergeron

Roy

Chouinard

et al. 2017

Formation-profession

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Mots-clésRendement en mathématiques, soutien des parents, soutien des enseignants, choix scolaires, filières préuniversitaires AbstractThe objective of this study is to document the impact of parents and teachers' support in mathematics and students' mathematics performance on their choice of pre-university training courses for girls compared to boys. Questionnaires from 586 girls and 543 boys from enriched math classes and graduating from secondary schools have been completed. Multinomial regressions showed that the incidence of mathematical support of parents and teachers on the choice of training distinguishes boys and girls in certain sectors, but not always in the expected direction.

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Lost Generation of Elite Talent in Science

Abstract: M Becoming a productive scientist also requires more than high-level knowledge and cutting-edge research skills.

Cited by 18 publications

References 12 publications

Catalysts of Women’s Talent Development in STEM: A Systematic Review

Catalysts of Women’s Talent Development in STEM: A Systematic Review

Characteristics of Academically Talented Women Who Achieve at High Levels on the Scholastic Achievement Test-Mathematics

L’importance du soutien des adultes et du rendement en mathématiques : perceptions des élèves issus de cours de mathématiques enrichies au secondaire, lors de leurs choix de filières de formation préuniversitaire

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