Self-perception and the career aspirations of mathematically talented female adolescents

Hollinger, Constance L.

doi:10.1016/0001-8791(83)90005-2

Cited by 33 publications

(20 citation statements)

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“…The work of Mortimer and colleagues (Mortimer et al, 1986), for example, suggests that at least among young men, self-image and attitudes toward work influence subsequent occupational outcomes. Research specific to math achievement has yielded a consistent positive relation between self-perceptions of math abilities and enrollment in advanced math courses as well as aspirations to enter math-related careers such as engineering or computer science Hollinger, 1983). Similar findings have been reported with respect to sports (e.g., Eccles & Harold, 1991;Weiss, 1987).…”

Section: Adolescents' Achievement-related Beliefs As Mediators Of Occsupporting

confidence: 61%

“…Individual differences in occupational aspirations are assumed to be influenced by one's self-perceptions and subjective task values Holland, 1985;Mortimer et al, 1986;Super, 1990). Expectations for success (or failure), self-perceptions of ones' ability and activity value, and personal efficacy have been linked to a variety of achievement-related behaviors in both academics and sports (Betz & Hackett, 1986;Deeter, 1990;Eccles et al, 1998;Eccles & Harold, 1991;Hollinger, 1983;Mortimer et al, 1986;Roberts & Duda, 1984). Ratings of academic self-efficacy and perceived activity value have been associated with persistence and performance in the classroom, course enrollment decisions, and vocational aspirations and choices (Betz & Fitzgerald, 1987;Betz & Hackett, 1986;Eccles et al, 1983;Eccles et al, 1998;Hollinger, 1983;Lent, Brown, & Hackett, 1994).…”

Section: Adolescents' Achievement-related Beliefs As Mediators Of Occmentioning

confidence: 99%

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Parents' Roles in Shaping Early Adolescents' Occupational Aspirations

et al. 2001

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Relations among dimensions of parenting and adolescents' occupational aspirations were examined in two specific domains: academics and sports. The sample consisted of 444 seventh graders, with approximately equal numbers of African American and European American males and females, from two-parent nondivorced families. Multiple measures were used as indicators of parents' values and behaviors, youths' values and beliefs, positive identification with parents, and adolescents' occupational aspirations. In the academic domain, parents' values predicted youths' values directly rather than indirectly through their behaviors. In contrast, fathers' behaviors mediated the relation between parents' and youths' values in the sports domain. Positive identification was directly related to adolescents' values (especially about academics); however, positive identification did not moderate the transmission of values from parent to child in either domain. Parents' values predicted adolescents' occupational aspirations via both direct and indirect pathways. Similar results were obtained for African American and European American males and females. These findings highlight the potential role of parents as socializers of achievement-related values, and, ultimately, adolescents' occupational visions of themselves in the future.

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Section: Adolescents' Achievement-related Beliefs As Mediators Of Occsupporting

confidence: 61%

Section: Adolescents' Achievement-related Beliefs As Mediators Of Occmentioning

confidence: 99%

Parents' Roles in Shaping Early Adolescents' Occupational Aspirations

et al. 2001

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“…En este sentido, las expectativas de éxito, la confianza en las propias habilidades para lograr el éxito y la percepción de competencia son reconocidas como variables importantes en el proceso de toma de decisiones (Hollinger, 1983;Betz y Hackett, 1986), y en este proceso, los hombres y las mujeres tienen expectativas distintas y en áreas de conocimiento diferentes (Eccles, 1994;Hyde et al, 1990;Swim, 1994). En un estudio llevado a cabo por Jozefowicz, Barber y Eccles (1993) se comprobó que las chicas tenían menores expectativas de éxito que los chicos en las profesiones del área científica y en las profesiones consideradas masculinas.…”

Section: Iii2 La Construcción De Las Expectativasunclassified

Formación de las mujeres, empoderamiento e innovación rural

Castro¹,

Pérez²,

Ferré³

et al. 2015

BAGE

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RESUMENEn el marco de un espacio rural, mujeres formadas inician proyectos profesionales. Su iniciativa es importante no solamente por las prácticas que desarrollan y por sus efectos en el territorio sino también porque consiguen la permanencia de un colectivo social especialmente amenazado desde hace décadas. Los proyectos desarrollados muestran ideas, conocimientos, información, estrategia, alta capacidad de organización y de trabajo y red de relaciones. Para ello, la formación recibida es un recurso fundamental. Sus conocimientos las empoderan como mujeres profesionales y les permite superar barreras de género y de clase. Este artículo ahonda en el papel de la formación en la vida de las mujeres profesionales del medio rural de Galicia y Cataluña y en cómo determina la revitalización de estas áreas.Palabras clave: género, formación, innovación, medio rural. ABSTRACTIn the context of a rural space, educated women initiate innovative projects. Their initiative is important not only for the practices they develop and for the effects they generate in the area but also because they achieve the permanence of a particular social group that has been threatened since decades. Their projects show ideas, knowledge, information, strategy, organizational skills, high work capacity and social networks. In their ability to initiate professional projects, education and training become crucial resources. Their knowledge empowers them as professional women and enables them to overcome barriers of gender and class. This article tries to delve into the role of education in the lives of professional rural women in Galicia and Catalonia and to examine how education may determine the revitalization of these areas.

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“…Within-sex differences have also been noted. Among female adolescents of comparable math ability, individual differences in self-perception of math ability exist (Hollinger, 1983).…”

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confidence: 99%

Self-Perceptions of Ability of Mathematically Talented Female Adolescents

Hollinger

1985

Psychology of Women Quarterly

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Despite their ability, many mathematically talented female adolescents do not aspire to nontraditional careers in mathematics and the sciences. According to the model proposed by Meece, Parsons, Kaczala, Goff, and Futterman (1982), self–concept of math ability is a central mediating variable in predicting long range goals and ultimate achievement in mathematics. The present study tested the hypothesis that, for a sample of 123 mathematically talented female adolescents, consideration of self–perceptions of multiple career–relevant abilities, as measured by Holland's (1977) Self Directed Search, rather than self–concept of math ability alone, is essential to understanding the ideal career aspirations of mathematically talented young women. The results indicate that it is the combined influence of self–perceptions of several career–relevant abilities that differentiates the nontraditional math and nontraditional science career aspirants from more traditional math/science and nonmath career aspiration group members. Implications for professionals working with the mathematically talented female adolescent are discussed.

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Self-perception and the career aspirations of mathematically talented female adolescents

Cited by 33 publications

References 5 publications

Parents' Roles in Shaping Early Adolescents' Occupational Aspirations

Parents' Roles in Shaping Early Adolescents' Occupational Aspirations

Formación de las mujeres, empoderamiento e innovación rural

Self-Perceptions of Ability of Mathematically Talented Female Adolescents

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