Women's path into science and engineering majors: a structural equation model

Camp, Amanda G.; Gilleland, Diane S.; Pearson, Carolyn; Putten, Jim Vander

doi:10.1080/13803610802591725

Cited by 8 publications

(6 citation statements)

References 14 publications

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“…If these gender-specific socialisation practices exist, girls may lower their aspirations and reduce their interest and effort with respect to mathematics learning according to the lower expectations from their parents (Eccles and Jacobs 1986;Jacobs and Eccles 1992). These socialisation practices continue to influence the educational decisions of students as they progress through the tertiary education system (Camp et al 2009). In summary, gender socialisation in the family may enhance the chances of young men engaging in a mathematically intensive university major while lowering the chances of young women.…”

Section: Summary Of Findings and Discussionmentioning

confidence: 99%

“…Consistent with the findings of these psychological studies, recent stratification research has also found that parents may be more likely to encourage their sons than their daughters to study advanced mathematics and mathematically oriented science subjects in high school (Gabay-Egozi, Shavit and Yaish 2015). Gender-specific socialisation practices do not only channel boys and girls into different disciplines in high school, but they also have a long-lasting impact on the educational decisions of young men and women in tertiary education (Camp et al 2009).…”

Section: Early Socialisation Influences From the Familymentioning

confidence: 99%

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Gender and mathematics: Pathways to mathematically intensive fields of study in Australia

Law

2018

Advances in Life Course Research

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Standards D and E of IPEd's Australian standards for editing practice, covering 'Language and illustrations' and 'Completeness and consistency'. Under these guidelines, matters of content were not edited, but were flagged for attention. The reference list was not included in the copy-edit. I take responsibility for any remaining errors of English grammar and appropriate style. The corrections and suggestions made by Elizabeth and Jon have always been useful for my thesis. Elizabeth and Jon not only corrected my grammatical errors and typos, but also gave me suggestions on how to write academic English more clearly and on the formatting of my thesis. In case I had further questions on their comments, they were willing to answer them and clarify their comments. I appreciated the high quality of their editing services.

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Section: Summary Of Findings and Discussionmentioning

confidence: 99%

Section: Early Socialisation Influences From the Familymentioning

confidence: 99%

Gender and mathematics: Pathways to mathematically intensive fields of study in Australia

Law

2018

Advances in Life Course Research

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“…The primary focus has been on gender stratification in university majors. Although women are now well represented in medical and biological sciences, there is still a gap in some science fields, particularly in math-intensive physical sciences, applied mathematics, and engineering (hereinafter referred to as PME; see Brotman & Moore, 2008; Camp et al, 2009; Ceci, Williams, & Barnett, 2009; Eccles, 1994; Eccles & Harold, 1992; Jones, Howe, & Rua, 2000; Rosenbloom, Ash, Dupont, & Coder, 2008).…”

Section: Gender and Family Backgroundmentioning

confidence: 99%

“…Nevertheless, a parallel research progression has occurred, with research on both issues focusing initially on background variables such as gender (Sells, 1976(Sells, , 1980 and socioeconomic background (e.g., Blau & Duncan, 1967). Researchers then began incorporating into their studies factors thought to mediate the effect of these background variables, such as achievement and psychosocial factors (e.g., Camp, Gilleland, Pearson, & Putten, 2009;Eccles, 1994;Schoon, Ross, & Martin, 2007;Sewell, Haller, & Portes, 1969).…”

mentioning

confidence: 99%

Achievement, agency, gender, and socioeconomic background as predictors of postschool choices: A multicontext study.

Parker¹,

Schoon²,

Tsai³

et al. 2012

Developmental Psychology

122

144

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In this article, the authors develop and test a differential effects model of university entry versus major selection using a set of common predictors, including background factors (gender and socioeconomic status), academic achievement, and academic self-concept. The research used data from 2 large longitudinal databases from Germany (N = 5,048) and England (N = 15,995) to explore the generalizability of the hypothesized model in 2 cultural contexts. For both countries, the results suggested that (a) socioeconomic status was a key predictor of university entry, whereas gender was a key predictor of major selection; (b) achievement and self-concept in both math and English were positive predictors of university entry; and (c) math achievement and self-concept predicted math-intensive major choice and lower likelihood of entering verbal-intensive majors (and vice versa). Implications for theory and practice are discussed.

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“…This area is a possible source of intervention in earlier grades and is seen as an avenue to alter perception and possibly educational and career choice shifts for female students (Trauth, Cain, Joshi, Kvasny, & Booth, 2016). Women's persistence in science majors and careers was associated with high school math grades, college entrance exam scores, or college GPA (Camp, Gilleland, Pearson, & Putten, 2009). Studies find that women who are unsure of their science and math skills are less likely to persist in STEM career paths, as compared to women who are more confident in such skills (American Association of University Women, 2010).…”

Section: Discussionmentioning

confidence: 99%

The Effect of the CCERS STEM + C Project on Information Technology Efficacy in Terms of Gender and Grade Level

Birney¹,

McNamara²

2023

JCT

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Information technology has become ubiquitous in the 21st Century. Acquiring the skills and confidence to navigate the computational arena is all but obligatory for educational and professional success. Underrepresentation of women in the wide variety of fields associated with information technology is an authentic concern for both the individual and society as a whole. Various studies have emphasized the importance of stronger representative of marginalized groups to bolster creative thinking and a variety of perspectives. The CCERS STEM + C Program is a long-term hands-on environmental restoration project that has been embedded in the New York City Department of Education public schools. Students work to restore the native oyster population to New York Harbor through both field work and working with large sets of data on the open-access platform. One of the several areas studied throughout this program is the motivation and self-efficacy of the students, especially students who are underrepresented in the STEM and technology fields. Student surveys were initiated by 764 students with 513 participants and non-participants completing the survey. Aimed at eliciting levels of several self-reported factors, the survey included a subscale measuring levels of confidence in technological abilities. Results of the survey indicated that 9th grade female students have a higher level of self-efficacy and motivation than female students in the later high school grade levels. These results are consistent with the waning motivation and interest of female students in technology and STEM found in other studies.

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Women's path into science and engineering majors: a structural equation model

Cited by 8 publications

References 14 publications

Gender and mathematics: Pathways to mathematically intensive fields of study in Australia

Gender and mathematics: Pathways to mathematically intensive fields of study in Australia

Achievement, agency, gender, and socioeconomic background as predictors of postschool choices: A multicontext study.

The Effect of the CCERS STEM + C Project on Information Technology Efficacy in Terms of Gender and Grade Level

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