Publicou 6 edições por ano
ISSN Imprimir: 1072-8325
ISSN On-line: 1940-431X
Indexed in
GENDER PATTERNS IN SCIENCE ATTITUDES AND ACHIEVEMENT: REPORT OF A LONGITUDINAL STUDY
RESUMO
In the seventh and final year of a research and intervention project using role models to encourage female high school students in a target class to complete upper-level science courses, the Cedar Rapids (Iowa) Community School District conducted studies that (a) compared science credits earned by a baseline class with credits earned by the target class, (b) analyzed gender differences in science attitudes among the target class at grade twelve after having experienced role model intervention, and (c) examined to what extent science attitude variables were related to high levels of science course-taking, and whether these variables differed for males and females. In the baseline class, which graduated in 1991, significantly more males than females had earned high levels of science credit at graduation. However, in the target class, which graduated in 1995 and had experienced role model intervention, there were no significant gender differences in science credits earned. Some of the gender differences in science attitudes that had been present in the target class as ninth graders had diminished by the time the students reached twelfth grade. Although overall ability was related to students earning high levels of science credit, additional meaningful variables differed for males and females. Possible mechanisms through which role model intervention could be partly responsible for the changes in credits earned and in attitudes toward science are discussed.
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Zirkel Sabrina, Is There a Place for Me? Role Models and Academic Identity among White Students and Students of Color, Teachers College Record: The Voice of Scholarship in Education, 104, 2, 2002. Crossref
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Zirkel Sabrina, Is There a Place for Me? Role Models and Academic Identity among White Students and Students of Color, Teachers College Record: The Voice of Scholarship in Education, 104, 2, 2002. Crossref