ライブラリ登録: Guest
Begell Digital Portal Begellデジタルライブラリー 電子書籍 ジャーナル 参考文献と会報 リサーチ集
Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN 印刷: 1072-8325
ISSN オンライン: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.2011002386
pages 325-355

PROMOTING MATHEMATICAL AND COMPUTER SELF-CONCEPT AMONG FEMALE COLLEGE STUDENTS: IS THERE A ROLE OF SINGLE-SEX SECONDARY EDUCATION?

Linda J. Sax
Graduate School of Education & Information Studies, University of California, Los Angeles, California 90095-1521, USA
Casey A. Shapiro
Center for Educational Assessment, University of California, Los Angeles, California 90095-1521, USA
M. Kevin Eagan
Higher Education Research Institute, University of California, Los Angeles, California 90095-1521, USA

要約

At a time when women remain significantly underrepresented in many science, technology, engineering, and mathematics (STEM) fields in college and in the workforce, it is important to consider how educational environments contribute to women's beliefs about their STEM-related skills and abilities. This study examines how one strategy−single-sex secondary education−correlates with mathematical and computer self-concept among women entering college. The study uses multilevel modeling to address secondary school-level effects in a national sample of college-going women. The analyses suggest that all-girls secondary schools−whether independent or Catholic-affiliated−produce graduates who enter college marginally more confident in their mathematical and computer skills than women from equivalent backgrounds who attend coeducational schools. For the most part, the small predictive power of school gender remains significant even after accounting for the confounding role of student background characteristics, school-level features, and peer contexts within each school. This examination comes at a time of renewed national interest in the value and appropriateness of single-sex education, especially as changes to Title IX have expanded the opportunities to establish single-sex classes and activities.


Articles with similar content:

AN EXPLORATION OF GENDER DIVERSITY IN ENGINEERING PROGRAMS: A CURRICULUM AND INSTRUCTION-BASED PERSPECTIVE
Journal of Women and Minorities in Science and Engineering, Vol.18, 2012, issue 1
David B. Knight, Lisa R. Lattuca, Alexander Yin, Travis York, Hyun Kyoung Ro, Gul Kremer
DIVERSIFYING UNDERGRADUATE COMPUTER SCIENCE: THE ROLE OF DEPARTMENT CHAIRS IN PROMOTING GENDER AND RACIAL DIVERSITY
Journal of Women and Minorities in Science and Engineering, Vol.23, 2017, issue 2
Hilary B. Zimmerman, Brit Toven-Lindsey, Linda J. Sax, Kathleen Lehman, Jennifer M. Blaney
THE ACADEMIC SELF-CONCEPT OF AFRICAN AMERICAN AND LATINA(O) MEN AND WOMEN IN STEM MAJORS
Journal of Women and Minorities in Science and Engineering, Vol.14, 2008, issue 2
Lorelle L. Espinosa
THE RESEARCH LAB: A CHILLY PLACE FOR GRADUATE WOMEN
Journal of Women and Minorities in Science and Engineering, Vol.8, 2002, issue 1
Maria M. Ferreira
AN ACCOUNT OF WOMEN’S PROGRESS IN ENGINEERING: A SOCIAL COGNITIVE PERSPECTIVE
Journal of Women and Minorities in Science and Engineering, Vol.9, 2003, issue 3&4
Christina Vogt