Adolescent Girls’ Experiences and Gender-Related Beliefs in Relation to Their Motivation in Math/Science and English

Abstract

Although the gender gap has dramatically narrowed in recent decades, women remain underrepresented in many science, technology, engineering, and mathematics (STEM) fields. This study examined social and personal factors in relation to adolescent girls' motivation in STEM (math/science) versus non-STEM (English) subjects. An ethnically diverse sample of 579 girls ages 13-18 years (M = 15) in the U.S. completed questionnaires measuring their academic achievement, ability beliefs, values, and experiences. Social and personal factors were hypothesized to predict motivation (expectancy-value) differently in math/science (M/S) and English. Social factors included perceived M/S and English support from parents and peers. Personal factors included facets of gender identity (felt conformity pressure, gender typicality, gender-role contentedness), gender-related attitudes, and exposure to feminism. In addition, grades, age, parents' education, and ethnicity were controlled. Girls' M/S motivation was positively associated with mother M/S support, peer M/S support, gender-egalitarian beliefs, and exposure to feminism; it was negatively related to peer English support. Girls' English motivation was positively associated with peer English support as well as felt pressure from parents; it was negatively related to peer M/S support and felt peer pressure. The findings suggest that social and personal factors may influence girls' motivation in domain-specific ways.

Sosyal Bi̇li̇şsel Kari̇yer Kurami Açisindan Bi̇li̇m, Teknoloji̇, Mühendi̇sli̇k Ve Matemati̇k Alanlarindaki̇ Kadinlar

“…Bu araştırma bulgusu da daha önce yapılan açıklamalara parallelik göstermektedir. Dolayısıyla alanyazında belirtildiği (Leaper, Farkas ve Brown, 2011;Wang, 2013) gibi kariyer seçiminde arkadaşlar Türkiye'de de önemli rol oynamaktadır.…”

“…Literatürdeki ilgili araştırmalar incelendiğinde; kadınların kariyer gelişimlerini etkileyen pek çok bireysel, ekonomik, sistemsel, politik, kültürel ve sosyal faktörlerin bulunduğu görülmektedir (Lent, Brown ve Hackett, 2000). Aile desteği (Blustein ve ark, 2013;Buschor, Berweger, Frei ve Kappler, 2014), aile rehberliği (Saucerman ve Vasquez, 2014), rol modelleri (O'Neill, 2002), etnik köken (Mack, Rankins ve Woodson, 2013), cinsiyetleştirilmiş beklentiler (Beilock, Gunderson, Ramirez ve Levine, 2010), arkadaş desteği (Leaper, Farkas ve Brown, 2011) gibi pek çok faktör FeTeMM alanlarındaki kariyer gelişimini şekillendirebilmekte, kadınların bu alanları kariyer olarak seçmelerinde ve / veya bu alanlarda kariyerlerini sürdürmelerinde rol oynamaktadır.…”

The mathematics self-efficacy of rural central Appalachian undergraduate females.

“…The mathematics test performance of females is affected by gender stereotypes, and female interest in STEM careers can be adversely affected by these negative stereotypes (Hill et al, 2010). Leaper, Farkas, and Brown (2012) found that females' mathematics and science motivation was positively linked to grades. Students who were in the higher mathematics self-efficacy category reported high achievement on standardized tests such as the Iowa Test of Basic Skills and the Scholastic Aptitude Test (Usher, 2009).…”

Why Do Undergraduate Women Persist as STEM Majors? A Study at Two Technological Universities

“…A similar influence in attitude was observed among high school aged girls in favor of biology compared to physical sciences, based on their mother's preference. Leaper et al (2012) found that female motivation in math and science was positively correlated with the influence of the mother, peers, and genderegalitarian beliefs. In a slight contrast, Sjaastad (2010) undertook a similar study in…”

“…Hill et al concluded that barriers are often self perceived and are caused by stereotypes of females not being welcomed in STEM studies and cultural aspects of our society. Leaper, C., Farkas, T., & Spears-Brown, C. (2012) studied high school age girls and examined various social and personal factors differing between males and females. Leaper et al suggested that social support factors, such as parental influence, teachers and advisors that do not favor math and science courses for girls, will lead to a negative motivation for these subjects.…”