The Jason project experience and attitudes toward science as an enterprise and career

Bazler, Judith A.; Spokane, Arnold R.; Ballard, Robert D.; Fugate, Mark S.

doi:10.1007/bf02110342

Cited by 13 publications

(7 citation statements)

References 8 publications

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“…The Fennema-Sherman scale has been used in many studies and has shown excellent psychometric qualities (Broadbooks, Elmore, Pedersen, & Bleyer, 1981;Hyde, Fennema, Ryan, Frost, & Hopp, 1990;Mulhern & Rae, 1998;Tocci & Engelhard, 1991). Moreover, studies that adapted this scale to measure attitudes toward science also revealed very good psychometric properties (Bazler, Spokane, Ballard, & Fugate, 1993;Collier, Spokane, & Bazler, 1998;Levin & Fowler, 1984).…”

Section: Gender Stereotype Endorsement Scalementioning

confidence: 96%

Predicting stereotype endorsement and academic motivation in women in science programs: A longitudinal model

Delisle

Guay

Sénécal

et al. 2009

Learning and Individual Differences

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This study proposed and tested a model based on stereotype threat theory. The hypothesis is that women who are exposed to a low percentage of women in a science program are more likely to endorse the gender stereotype that science is a male domain, which will in turn undermine their autonomous academic motivation. A total of 167 women university students enrolled in science programs participated in an 18-month longitudinal study. Results partially support our model. Although the low percentage of females in science programs was related to endorsement of the gender stereotype, there was no effect of prior stereotype endorsement on subsequent autonomous academic motivation.

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Section: Gender Stereotype Endorsement Scalementioning

confidence: 96%

Predicting stereotype endorsement and academic motivation in women in science programs: A longitudinal model

Delisle

Guay

Sénécal

et al. 2009

Learning and Individual Differences

View full text Add to dashboard Cite

show abstract

“…Students in the United States are outperformed on science achievement tests by their counterparts in many developed countries, particularly those along the Pacific Rim (Gallagher, 1993;Linn, Lewis, Tsuchida, & Songer, 2000) and show diminishing interest in science as they move through the educational system from grade school and middle school (Greenfield, 1996;Jovanovic & King, 1998;Simpson & Oliver, 1990) through high school and college (Bazler, Spokane, Ballard, & Fugate, 1993;Simpson & Oliver, 1990). The lack of involvement in science among United States students has led to a shortage of native born scientists and the concern that the United States may lose its competitive edge in science and technology (Collins, 1997;Gallagher, Manis et al, 1989), forms of bias in science educational materials and texts (Guzzetti & Williams, 1996;Potter & Rosser, 1992), and teacher attitudes and differential treatment of boys and girls in the classroom (American Institutes for Research, 1998;Guzzetti & Williams, 1996;Kahle et al, 1993;Manis et al, 1989).…”

mentioning

confidence: 99%

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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“…Researchers and public policy makers have expressed concern about the lack of interest and participation in science among students in the United States (Gallagher, 1993; George & Kaplan, 1998). Students begin to lose enthusiasm for science in grade school or middle school (Greenfield, 1996; Jovanovic & King, 1998; Simpson & Oliver, 1990), and the number of students who pursue science drops still further in high school and again in college (Bazler, Spokane, Ballard, & Fugate, 1993; Simpson & Oliver, 1990). The lack of involvement in science among U.S. students has led to the concern that the United States may lose its competitive edge in science and technology (Gallagher, 1993).…”

mentioning

confidence: 99%

The Critical Mediating Role of Social Encouragement for Science Motivation and Confidence Among High School Girls and Boys¹

Stake

2006

J Applied Social Pyschol

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Previous research has identified student status variables (gender, ability, and parent education level) and social influence variables (encouragement from family, teachers, and peers) as predictors of science attitudes. The present study tested the extent to which social encouragement mediates the relation between status variables and science motivation and confidence. In a sample of 184 senior high school students, social encouragement was a stronger predictor of science attitudes than status variables and mediated 72% of the variance in attitudes predicted by status variables. Encouragement from family, encouragement from teachers, and encouragement from peers were each independent predictors of science attitudes. The findings provide strong evidence of the critical importance of encouragement from social agents in the development of adolescents' motivation and confidence to achieve in science.

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The Jason project experience and attitudes toward science as an enterprise and career

Cited by 13 publications

References 8 publications

Predicting stereotype endorsement and academic motivation in women in science programs: A longitudinal model

Predicting stereotype endorsement and academic motivation in women in science programs: A longitudinal model

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

The Critical Mediating Role of Social Encouragement for Science Motivation and Confidence Among High School Girls and Boys¹

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The Jason project experience and attitudes toward science as an enterprise and career

Cited by 13 publications

References 8 publications

Predicting stereotype endorsement and academic motivation in women in science programs: A longitudinal model

Predicting stereotype endorsement and academic motivation in women in science programs: A longitudinal model

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

The Critical Mediating Role of Social Encouragement for Science Motivation and Confidence Among High School Girls and Boys1

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The Critical Mediating Role of Social Encouragement for Science Motivation and Confidence Among High School Girls and Boys¹