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Journal of Women and Minorities in Science and Engineering

Publicou 6 edições por ano

ISSN Imprimir: 1072-8325

ISSN On-line: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

Indexed in

GENDER DIFFERENCES IN HIGH SCHOOL STUDENTS' ATTITUDES TOWARD SCIENCE: RESEARCH AND INTERVENTION

Volume 1, Edição 4, 1994, pp. 273-289
DOI: 10.1615/JWomenMinorScienEng.v1.i4.20
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RESUMO

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.

CITADO POR
  1. Jayaratne Toby Epstein, Thomas Nancy G., Trautmann Marcella, Intervention program to keep girls in the science pipeline: Outcome differences by ethnic status, Journal of Research in Science Teaching, 40, 4, 2003. Crossref

  2. Slaughter Gymama E., The Richmond Area Program for Minorities in Engineering: Summer Engineering Institute, 2008 38th Annual Frontiers in Education Conference, 2008. Crossref

  3. Harding Jan, Grass Roots Equity Initiatives, in International Handbook of Science Education, 1998. Crossref

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