“I can, but I don't want to”: The Impact of Parents, Interests, and Activities on Gender Differences in Math

Jacobs, Janis E.; Davis‐Kean, Pamela E.; Bleeker, Martha; Eccles, Jacquelynne S.; Маланчук, Оксана

doi:10.1017/cbo9780511614446.013

Cited by 97 publications

(115 citation statements)

References 37 publications

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“…Further, J. E. Jacobs and Eccles (1985) found that children are influenced more by their mothers' perceptions than by actual grades when developing opinions of their own abilities. Parents provided more mathematics-supportive toys and opportunities for sons than daughters and held higher perceptions of sons' abilities, and children's past perceptions were found to predict later interests and GPA (J. E. Jacobs, Davis-Kean, Bleeker, Eccles, & Malanchuk, 2005; see also Davis-Kean et al, 2007). It is easy to imagine how such differential treatment at school and home might have led to differences in performance, such as boys excelling on fartransfer problems (Gallagher & DeLisi, 1994;Gallagher, Levin, & Cahalan, 2002;see Gallagher & Kaufman, 2005).…”

Section: Mean Differencesmentioning

confidence: 99%

Women's underrepresentation in science: Sociocultural and biological considerations.

Ceci

Williams

Barnett

2009

Psychological Bulletin

781

573

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The underrepresentation of women at the top of math-intensive fields is controversial, with competing claims of biological and sociocultural causation. The authors develop a framework to delineate possible causal pathways and evaluate evidence for each. Biological evidence is contradictory and inconclusive. Although cross-cultural and cross-cohort differences suggest a powerful effect of sociocultural context, evidence for specific factors is inconsistent and contradictory. Factors unique to underrepresentation in math-intensive fields include the following: (a) Math-proficient women disproportionately prefer careers in non-math-intensive fields and are more likely to leave math-intensive careers as they advance; (b) more men than women score in the extreme math-proficient range on gatekeeper tests, such as the SAT Mathematics and the Graduate Record Examinations Quantitative Reasoning sections; (c) women with high math competence are disproportionately more likely to have high verbal competence, allowing greater choice of professions; and (d) in some math-intensive fields, women with children are penalized in promotion rates. The evidence indicates that women's preferences, potentially representing both free and constrained choices, constitute the most powerful explanatory factor; a secondary factor is performance on gatekeeper tests, most likely resulting from sociocultural rather than biological causes.Keywords: sex differences, spatial ability, mathematics, family versus career trade-offs, women in science Supplemental materials: http://dx.doi.org/10.1037/a0014412.supp By 2001, women were earning 48% of bachelor's degrees (National Science Foundation, 2007) and 29% of PhD degrees (Hill & Johnson, 2004) in mathematics, representing enormous increases over the prior 30 years. Women's representation among editorial boards in science and awards panels similarly increased (Nelson & Brammer, 2008). These changes are evidence of the strength of cultural factors in determining such outcomes, because biology has not changed over this period. Despite this progress, women's representation among PhD degree holders has not coincided with proportional faculty appointments: Women earned 31.3% of chemistry PhD degrees between 1993 and 2003 but in 2002 were hired for only 21.5% of assistant professorships. Similar disparities exist for new faculty appointments in physics, engineering, and mathematics. In 1976 women represented only 7.5% of the faculty in physical sciences and less than 1% in engineering (Dearman & Plisko, 1979). By 2006 the percentage had increased to 16%-25%, but the hiring of assistant professors in these fields has not been proportional to female PhD pools. This hiring disparity extends beyond math-intensive fields.Even in less math-intensive fields, such as cellular and molecular biology, fields in which women obtain 46% of all PhD degrees, women disproportionately drop out at multiple points. The picture is the same across many science fields: Women are not being hired as assistant professors at the ra...

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Section: Mean Differencesmentioning

confidence: 99%

Women's underrepresentation in science: Sociocultural and biological considerations.

Ceci

Williams

Barnett

2009

Psychological Bulletin

781

573

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“…beliefs regarding one's own ability, in different fields is highly gendered (Sullivan 2009). Explanations for this include socialisation by parents, peers, and the media, and gender biases in the curriculum and the way it is delivered (Eccles, 1987, Jacobs, et al, 2005, Kelly, 1985, Linver and Davis-Kean, 2005. The vocational tracks typically pursued by working-class girls appear particularly limiting in terms of future prospects.…”

Section: Introductionmentioning

confidence: 99%

The social structure of the 14–16 curriculum in England

Sullivan

Zimdars

Heath

2010

International Studies in Sociology of Education

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“…V této perspektivě má učitelské povolání dozajista výsadní postavení. Svou výraznou roli hraje i v procesu vnímání sebe sama a vlastních schopností v podobě zkušeností se školou (Lent et al, 1994) a zpětnou vazbou od vrstevníků (Jacobs, Davis-Kean, Bleeker, Eccles, & Malanchuk, 2005). Výraz-nou roli v procesu rozhodování hrají i rodiče.…”

Section: Vynořující Se Dospělost -Pohled Na Vývojovou Fázi Studentů Uunclassified

Z posluchárny za katedru: Mocenské vztahy ve výuce studentů učitelství

Vlčková¹,

Lojdová²,

Lukás³

et al. 2015

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“I can, but I don't want to”: The Impact of Parents, Interests, and Activities on Gender Differences in Math

Cited by 97 publications

References 37 publications

Women's underrepresentation in science: Sociocultural and biological considerations.

Women's underrepresentation in science: Sociocultural and biological considerations.

The social structure of the 14–16 curriculum in England

Z posluchárny za katedru: Mocenské vztahy ve výuce studentů učitelství

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