Mothers and Fathers—Who Matters for STEM Performance? Gender-Specific Associations Between STEM Performance, Parental Pressure, and Support During Adolescence

Hoferichter, Frances; Raufelder, Diana

doi:10.3389/feduc.2019.00014

Cited by 16 publications

(15 citation statements)

References 43 publications

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“…To obtain deeper insights into the reasons for participation or leaving of the contest, participants' characteristics should be more closely looked at. Especially studying differences in competence (e.g., Schorr, 2019), self-concept (e.g., Saß and Kampa, 2019;Vinni-Laakso et al, 2019), and parental support (e.g., Hoferichter and Raufelder, 2019;Schorr, 2019) seem to be useful as these variables previously showed high impact on gender differences in science. Also, task characteristics (see Wille et al 2018;Sanchis-Segura et al 2018;Wheeler and Blanchard, 2019) should be studied to obtain deeper insights into the causes for female underrepresentation in the contest.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Persisting in Physics and the Physics Olympiad — Impact of Gender Identification and Sense of Belonging on Expectancy-Value Outcomes

2022

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The German Physics Olympiad is an extracurricular science contest for students. Here, they have the opportunity to compete against other talented students, can do physics outside of school, and take a first step to more engagement in the domain. Yet, female students participate in the competition in fewer numbers and are disproportionally more likely to drop out of the contest earlier than the male students.The present study hence explored the question to which extent the German Physics Olympiad provides a threatening environment for female contestants’ intentions of persisting in physics. A total of 298 participants (28% female) were surveyed with respect to stereotype and social identity threat, as well as gender identification and sense of belonging as predictors of success expectations for and value of choosing to study physics. Success expectations and value of choosing to study physics were used as a measure for career intentions within the expectancy-value model.The results support the conclusion that the contest presents an equally supporting environment for female and male participants. We found no gender differences in success expectations for and value of studying physics. Sense of belonging and gender identification significantly predicted success expectations but not value of choosing to study physics. Female participants in the German Physics Olympiad were also neither affected by stereotype threat nor by social identity threat in their sense of belonging or gender identification.

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Section: Implications and Conclusionmentioning

confidence: 99%

Persisting in Physics and the Physics Olympiad — Impact of Gender Identification and Sense of Belonging on Expectancy-Value Outcomes

2022

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“…Glede na številne oblike vpletenosti staršev v mladostnikovo izobraževanje se vpletenost staršev v šolo med drugim preučuje v okviru dveh dimenzij. Prva je podpora staršev, ki se nanaša na spodbujanje otroka in nudenje pomoči, ko jo ta potrebuje, in se je v preteklih raziskavah izkazala za ključni dejavnik otrokovih izobraževalnih izidov (Anderson et al, 2003;Hoferichter in Raufelder, 2019;Raufelder et al, 2015;). Po drugi strani pa starši pogosto, v želji pomagati svojemu otroku, do svojih otrok izražajo stališča in privzemajo vedenjske vzorce, ki jih njihovi otroci doživljajo kot pritisk, torej kot nerealna oz.…”

Section: Vloga Staršev Pri šOlski Uspešnosti Mladihunclassified

“…Po eni strani lahko pritisk doživljajo v šoli manj uspešni otroci (kadar starši vztrajajo, da mladostniki izboljšajo svoj uspeh), po drugi pa tudi nadpovprečno uspešni otroci (denimo zaradi starševskega pritiska glede ohranitve visokih ocen). Nekatere raziskave denimo kažejo, da največ pritiska staršev doživljajo povprečno uspešni učenci (Deb et al 2015), druge pa, da je pritisk/nadzor staršev povezan s slabšim šolskim uspehom in izidi, starševska podpora pa z višjimi (Hoferichter in Raufelder, 2019;Karbach et al, 2013;Núñez et al, 2019). Obe dimenziji starševske vpletenosti v izobraževanje mladostnika torej igrata pomembno vlogo, a pogosto z različnimi izidi mladostnika (Amado et al 2015;Anderson et al 2003;.…”

Section: Vloga Staršev Pri šOlski Uspešnosti Mladihunclassified

Raziskovanje v vzgoji in izobraževanju: medsebojni vpliv raziskovanja in prakse

2021

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Devetega in 10. septembra je v prostorih Znanstveno raziskovalnega centra SAZU potekala 5. nacionalna znanstvena konferenca »Raziskovanje v vzgoji in izobraževanju«. Na konferenci, katere tema je bila Medsebojni vpliv raziskovanja in prakse, je bilo tokrat, zaradi omejitev povezanih z epidemijo, predstavljenih le 51 prispevkov, odvile pa so se tudi 3 panelne razprave.Večina avtoric in avtorjev je svoje konferenčne prispevke razširila v znanstvene članke, 22 jih je uspešno prestalo dvojno slepi recenzentski postopek, in te najdete v pričujoči monografiji. Članki posegajo na vsa tematska področja konference, od učenja in poučevanja, izobraževalnih politik in zagotavljanja kakovosti, pa vse do socialnih in čustvenih vidikov vzgoje in izobraževanja ter vloge IKT. Močan pečat je na konferenčnih prispevkih pustil epidemični vpliv na vzgojo in izobraževanje, ki ga odsevajo tudi prispevki te monografije.

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“…However, given that theory and research suggest that parents can influence girls' academic beliefs and values (Cohen & Rubinsten, 2017;del Río et al, 2019;Else-Quest et al, 2008;Froiland & Davison, 2016;Gottfried et al, 2017;, and that past findings suggest implicit stereotypes may account for additional variance in academic outcomes above and beyond explicit stereotypes (Cvencek et al, 2015(Cvencek et al, , 2021Steffens et al, 2010), we were specifically interested in whether parents' academic-gender stereotypes and self-concept would predict their daughters' academic-gender stereotypes and whether implicit stereotypes might emerge as a significant predictor. In addition, as past research suggests that mothers' attitudes and behaviors might be more predictive of daughters' math-related outcomes than fathers' attitudes and behaviors (Casad et al, 2015;Tomasetto et al, 2015Tomasetto et al, , see also, 2011Hoferichter & Raufelder, 2019), we were interested in examining whether a similar pattern of results would emerge for both mothers and fathers.…”

Section: The Present Researchmentioning

confidence: 99%

Examining adolescent daughters' and their parents’ academic‐gender stereotypes: Predicting academic attitudes, ability, and STEM intentions

Aidy

Steele

Williams

et al. 2021

Journal of Adolescence

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Women continue to be underrepresented in Science, Technology, Engineering, and Mathematics (STEM) and research suggests that academic-gender stereotypes can be a contributing factor. In the present research, we examined whether adolescent daughters' and their parents' gender stereotypes about math and liberal arts would predict the academic orientation of daughters at a critical time of career related decision-making. Methods: Participants included girls in late adolescence (N = 185, M age = 17) and at least one parent (N = 230, M age = 49), resulting in 147 mother-daughter dyads and 83 father-daughter dyads. Implicit academic-gender stereotypes were measured using an Implicit Association Test (IAT) and explicit stereotypes, academic attitudes, academic ability, and daughters' intentions to pursue a degree in STEM were measured using self-reports. Results: Neither mothers' nor fathers' implicit or explicit academic-gender stereotypes predicted adolescent daughters' implicit stereotypes; however, fathers' explicit stereotypes predicted daughters' explicit stereotypes. In addition, daughters' academic orientation, a latent variable composed of adolescent girls' academic attitudes, academic ability, and intentions to pursue a degree in STEM, was predicted by daughters' own implicit and explicit stereotypes. This was the case for relative orientation toward math versus liberal arts, as well as math (but not liberal arts) orientation. Conclusions: These findings suggest the importance of challenging academic-gender stereotypes during adolescence and suggest that at this stage in development, mothers' and fathers' academic stereotypes might have limited relation to daughters' own implicit associations with academic domains.Women continue to complete university degrees in Science, Technology, Engineering, and Mathematics (STEM) at lower rates than men, leading to their continued underrepresentation in STEM careers (Statistics Canada, 2015). Considering the prestige, high pay, and demand for qualified personnel in STEM (Jacobs, 2014;Smith, 2014), this gender disparity has the potential to place women at an

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Mothers and Fathers—Who Matters for STEM Performance? Gender-Specific Associations Between STEM Performance, Parental Pressure, and Support During Adolescence

Cited by 16 publications

References 43 publications

Persisting in Physics and the Physics Olympiad — Impact of Gender Identification and Sense of Belonging on Expectancy-Value Outcomes

Persisting in Physics and the Physics Olympiad — Impact of Gender Identification and Sense of Belonging on Expectancy-Value Outcomes

Raziskovanje v vzgoji in izobraževanju: medsebojni vpliv raziskovanja in prakse

Examining adolescent daughters' and their parents’ academic‐gender stereotypes: Predicting academic attitudes, ability, and STEM intentions

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