The Career Plans of Science-Talented Rural Adolescent Girls

Jacobs, Janis E.; Finken, Laura L.; Griffin, Nancy; Wright, Janet

doi:10.2307/1163463

Cited by 30 publications

(32 citation statements)

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“…The role models of the female personnel involved in the FIG helped dispel myths of mathematics as a male domain. Our work thus parallels the conclusions of Hart (1992) and Jacobs et al (1998) who found that when women pursue fields that require mathematics, they often do so because of interested teachers. Many of the women experienced increased self-efficacy-valuing their own capability to do the mathematics.…”

Section: Discussion Of Findings and Mathematics Learningsupporting

confidence: 84%

“…When women do pursue fields that require mathematics, they often do so because of successful early childhood experiences with parents or interested teachers (Jacobs, Finken, Griffin, & Wright, 1998). Most can name a particular person or persons responsible for their interest and success in an undergraduate degree in mathematics.…”

Section: Previous Research On Gender and Mathematicsmentioning

confidence: 99%

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The calculus of differences: Effects of a psychosocial, cultural, and pedagogical intervention in an all women’s university calculus class

et al. 2005

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The purpose of this study was to investigate the ways in which a multi-layered women's calculus course influenced the participants' learning of mathematics. This study, conducted in a state university in the Midwestern region of the United States, revealed not only that women in this particular section of calculus were likely to select careers that involved mathematics, but that the focus on peer support, psychosocial issues such as self-confidence, and pedagogy helped the young women overcome gender barriers, as well as barriers of class, poverty, and race. In this article we provide some of the relevant quantitative statistics and relate the stories of two particular women through excerpts from interviews, student artefacts, and participant observation data. We selected these young women because they faced multiple barriers to success in Calculus I and might not have completed the course or taken additional mathematics courses without the support structures that were fundamental to the course.

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Section: Discussion Of Findings and Mathematics Learningsupporting

confidence: 84%

Section: Previous Research On Gender and Mathematicsmentioning

confidence: 99%

The calculus of differences: Effects of a psychosocial, cultural, and pedagogical intervention in an all women’s university calculus class

et al. 2005

View full text Add to dashboard Cite

show abstract

“…These findings are consistent with previous research on peer influence in adolescence. Peers have been found to influence achievement attitudes generally (Ryan, 2000) and science attitudes specifically (Jacobs et al, 1998;Simpson & Oliver, 1990). Peers may be important socializers in shaping participants' images of their possible selves for two reasons.…”

Section: Discussionmentioning

confidence: 99%

“…Friends' attitudes toward science have been linked to a variety of science-related variables for girls and boys, including self-reports of enjoyment of science (Simpson & Oliver, 1990), science activities and preference for a science career (Jacobs, Finken, Griffin, & Wright, 1998), and science course selection (Kelly, 1988). In a large longitudinal study, the relation between friends' attitudes toward science and students' own attitudes increased from early to midadolescence, and large correlations between self and friend attitudes were found by the end of 9th grade (Talton & Simpson, 1985).…”

Section: Friends In Science and Science Attitudesmentioning

confidence: 99%

“…These findings are consistent with research on more general academic attitudes and behavior. Peers appear to exert a significant influence on a wide range of achievement variables, including academic achievement motivation, school satisfaction, expectations for success, and academic performance (Goodenow & Grady, 1993;Jacobs et al, 1998;Manis et al, 1989;Ryan, 2000). Studies of the cause and effect relation between peer influence and achievement variables provide evidence that, while students select friends similar to themselves, they are influenced over time by the friends they select (Ryan, 2000).…”

Section: Friends In Science and Science Attitudesmentioning

confidence: 99%

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Adolescent Girls? and Boys? Science Peer Relationships and Perceptions of the Possible Self as Scientist

Stake

Nickens

2005

Sex Roles

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Girls' tend to have less peer support for their science interests than do boys, which may contribute to gender differences in science motivation. The effect of science peer relationships on adolescents' visions of their possible personal future lives as scientists was studied in 161 female and 163 male gifted high school students who participated in summer science enrichment programs. Student reports of having positive science peer relationships were associated with more positive expectations of the possible personal self as scientist prior to the programs, and both program-related and nonprogram-related science peer relationships were associated with changes in the possible self at posttesting and at 6 month follow-up. These relations held for both male and female students. At follow-up, girls reported a stronger social niche with fellow program participants and stronger science peer relationships than did boys. Implications of the findings are discussed within the larger gendered societal context for science achievement.

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The slippery slope: What predicts math grades in middle and high school?

Linver

Davis‐Kean

2005

New Directions for Child and Adolescent Development

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Recently there has been renewed debate on the controversial issue of gender differences in math aptitude and achievement. Although women have made great strides in the law, medicine, biological sciences, and social science professions, they have made less progress in graduate programs and professions linked to computer science, physics, engineering, and information technology jobs (Eccles, 2001). Aptitude for math has long been considered a defining difference between men and women, with men having higher standardized achievement scores on SAT and GRE math exams (Halpern, 2004). Yet the most comprehensive reviews have shown very few differences in math aptitude between males and females (Halpern, 2000(Halpern, , 2004. Indeed, research has demonstrated only one gender-consistent difference between men and women in math aptitude and that involves threedimensional mental rotation (favoring men). Similarly, other research has demonstrated a decline in gender differences in math performance on standardized tests, suggesting that the more math and science women are exposed to in school, the better their scores are (Hyde and McKinley, 1997).

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The Career Plans of Science-Talented Rural Adolescent Girls

Cited by 30 publications

References 0 publications

The calculus of differences: Effects of a psychosocial, cultural, and pedagogical intervention in an all women’s university calculus class

The calculus of differences: Effects of a psychosocial, cultural, and pedagogical intervention in an all women’s university calculus class

Adolescent Girls? and Boys? Science Peer Relationships and Perceptions of the Possible Self as Scientist

The slippery slope: What predicts math grades in middle and high school?

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