Three studies of factors affecting the attitudes of blacks and females toward the pursuit of science and science‐related careers

Abstract

This study involved the development of an instrument, the Science Career Predictor Scale (SCPS), which assesses seven factors thought to be involved with science career choices: teacher/counselor encouragement, participation in science‐related hobbies and activities, academic self‐image, science‐related career interest, parental encouragement and support, the perceived relevance of mathematics and science, and mathematics and science ability. This instrument was administered to a sample of 522 middle and high school students, and a sample of 185 students from an historically black university, and the effects of such factors as sex, race, personal acquaintance with a scientist, and type of community (rural or urban) on the above‐mentioned variables were ascertained using a multivariate analysis of covariance with age as the covariate. A separate study on a sample of 81 high school students looked at race and gender differences in critical thinking abilities as measured by the Watson‐Glaser Critical Thinking appraisal, and how these abilities correlated with scores on the Science Career Predictor Scale. These studies produced several significant findings. Female subjects did produce significantly lower scores on the career interest factor. Black students actually had significantly higher science‐career preference scores than their white counterparts. However, blacks scored significantly lower on the measure of critical thinking ability. Across both races and both sexes, however, the major factor affecting science‐related career decisions appears to be personal contact with a scientist. The implications of these findings are discussed, along with possible strategies for increasing the participation of these groups in science.

Effects of Role Models from Films on Short-Term Ratings of Intent, Interest, and Self-Assessment of Ability by High School Youth: A Study of Gender-Stereotyped Academic Subjects

“…Women and girls who have already decided in favor of courses of study or careers in the areas of mathematics or the natural sciences emphasize that significant role models played a part in their decision processes (Casedy, 1975;Eccles-Parsons, 1984;Hill, et al, 1990). Additionally, a number of empirical studies have demonstrated that by making role models available, one can bring about changes in attitudes (Evans, Whigham, & Wang, 1995), stereotypes (Spence, et al, 1975;Deaux & Lewis, 1984), stereotype threat (Waenke, Bless, & Wortberg, 2003), as well as course selections and career choices (Tobin & Fox, 1980;Campbell, 1986;Smith & Erb, 1986;Lunneborg, 1987).…”

“…They also reflect beliefs of how women and men should be (Deaux & LaFrance, 1998, p. 7931, from physical characteristics, personality attributes, and behavior patterns associated with specific roles, to emotional dispositions. Investigations have shown that the dominant gender stereotypes comprise a rational man and an emotional woman (Spence, Helmreich, & Strapp, 1975;Deaux & Lewis, 1984), specific occupations are evaluated as being typically male and typically female in nature, e.g., men being talented in mathematics and the natural sciences (Glick, Wilk, & Perreault, 1995;Deaux & LaFrance, 19981, while occupations and careers in the fields of mathematics and the natural sciences, such as engineering or physics, are rated as typically masculine, socially oriented vocations such as child-care professional, elementary school teacher, or social worker are demonstrative of stereotypic jobs for women (Vockell & Lobonc, 1981;Jones & Wheatley, 1989;Hill, Pettus, & Hedin, 1990;Jacobs & Eccles, 1992;Glick, et d l . , 1995).…”

Addressing the STEM Gender Gap by Designing and Implementing an Educational Outreach Chemistry Camp for Middle School Girls

“…12,13 These phenomena affect children as young as 4 years old, 14 and continue of majors and careers. [15][16][17] Educators have attempted to address this gender gap through increasing girls' access to female role models, [18][19][20] and through conducting outreach activities specifically targeted towards female students. 21,22 …”

Academic Mentoring and Dropout Prevention for Students in Math, Science and Technology

“…In fact, we were able to identify only a single study pertaining to the impact of formal mentoring among MST students (Hedges & Mania-Farnell, 2002). This study compared the impact of three modalities-tutoring only, tutoring and mentoring, and no intervention-on the success levels of students enrolled in an introductory science course on anatomy and physiology.…”