Sex stereotypes, gender identity and subject choice at A‐level

Mathematical stories: why do more boys than girls choose to study mathematics at AS‐level in England?

“…(Davies, 1989, p. 29) My use here is a little different from (but in the spirit of) Davies' in that I apply the term to adults' (as well as to children's) behaviours and think of it as applying to the policing of one's own actions as well as to those of others. For example, there is evidence that people who make non-gender traditional subject choices, in general, have more conservative views on other aspects of gender roles (Thomas, 1990;Whitehead, 1996), as if their gender category maintenance work demands such conformity to compensate for their ‗transgressions' in other areas. In the rest of Toni's story, I want to consider how she compensates for the gender transgression of doing mathematics and so to explore the tensions between doing masculinity and ‗being' female.…”

Students’ Images of Scientists and Doing Science: An International Comparison Study

“…However, there are also studies that support the gender difference in US that females tended to choose science/ science related careers more frequently than males did. Whitehead (1996) found that even though there were significant gender distinctions about students' perception of subjects, this did not extend to their subject choice or career choice. Lightbody & Durndell (1996) also reported that there was no significant difference between male and female career aspirations and it was not so much as science and technology being perceived as masculine.…”

Género y preferencias profesionales en universitarios de estudios Científico- Tecnológicos = Gender and vocational preferences in students of Scientific Technological higher education areas

“…La participación femenina más alta tiene lugar en Estonia, Letonia, Eslovaquia, Suecia, Islandia y Noruega, países en los que más de 150 mujeres por cada 100 hombres se encuentran cursando estudios de Educación Superior (Eurydice, 2012). Sin embargo, investigaciones realizadas en este mismo contexto europeo muestran, consistentemente, que las mujeres siguen estando infrarrepresentadas en las carreras de ciencias físicas y matemáticas, así como en los estudios tecnológicos y de ingeniería (Colley y Comber, 1994a, 1994bDurndell, Glissov y Siann, 1995;Lightbody y Durndell, 1996;Lightbody y Siann, 1996;Whitehead, 1996;Durndell y Thomson, 1997;Schinzel, 1997;Mischau, 2001;Durndell y Haag, 2002;Rodd y Bartholomew, 2006). Es más, respecto a los estudios de informática, se constata que el número de mujeres decrece con el paso del tiempo (Clegg y Trayhurn, 1999;Clegg, Trayhurn y Johnson, 2000).…”