Mathematically facile adolescents with math-science aspirations: New perspectives on their educational and vocational development.

Abstract

This longitudinal study tracked 1,110 adolescents identified as mathematically precocious at Age 13 (top 1%) with plans for a math-science undergraduate major. Participants' high school educational experiences, abilities, and interests predicted whether their attained undergraduate degrees were within math-science or nonmath-nonscience areas. More women than men eventually completed undergraduate degrees outside math-science, but many individuals who completed nonmath-nonscience degrees ultimately chose math-science occupations (and vice versa). At Age 33, the 2 degree groups reported commensurate and uniformly high levels of career satisfaction, success, and life satisfaction. Assessing individual differences is critical for modeling talent development and life satisfaction; it reveals that equal male-female representation across disciplines may not be as simple to accomplish as many policy discussions imply. The male-female disparity in math and science is well documented and is particularly apparent at rising levels along the educational−vocational continuum (

Spatial ability: A neglected dimension in talent searches for intellectually precocious youth.

“…6 It is important to stress, however, that these patterns should not be interpreted as though verbal ability is unimportant for scientific pursuits. Rather, it would be more precise to say that to the extent that intellectually talented students possess verbal abilities relatively higher than their mathematical and spatial abilities, they tend to be more attracted to developing their talents in intellectually demanding areas outside of STEM Lubinski, Webb, et al, 2001;Park et al, in press;Shea et al, 2001;Webb, Lubinski, & Benbow, 2002). This is one of the reasons R. E. Snow (1994;R.…”

The Science of Sex Differences in Science and Mathematics

“…There are trade-offs, and for many successful women there exists considerable conflict between the traditionally feminine values and goals in life (e.g., child-care responsibilities) and the expectations from traditionally male highly competitive achievement activities (Browne, 2002;Eccles, 1994). Indeed, intellectually talented men in their mid 30s are on average more career focused (ds of .21 -.76), work longer hours, and are willing to work longer hours than women of the same age whose reports indicate that they tend to prefer a more balanced life approach with regard to career, family, and friends (Benbow et al, 2000;Lubinski, 2004, Webb et al, 2002. If these sex differences continue over a sustained time frame, women's additional family responsibilities may help explain some of the underrepresentation of women in science careers (Eccles, 1994) and at the highest levels of various professional careers.…”

Gender and Science: Women Nobel Laureates

“…Gender disparities are apparent along the educational-vocational continuum (Webb, Lubinski, & Benbow, 2002). Women still remain underrepresented in science and engineering.…”