摘要

As part of a six-year longitudinal project to encourage female and minority students to remain in upper division high school science courses in the Cedar Rapids Community School District (Iowa), a survey was conducted of 214 ninth-grade students to ascertain male/female perceptions of the value of science and their expectations for success in science (Eccles et al.,1983). Significant gender differences were revealed in students' task value (liking science, effort required), estimates of their ability in science, their explanations for good grades and poor grades, and their career expectations. Project planners are implementing a role model program to reduce gender discrepancies in science attitudes as these students progress through high school.