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Gendered Pathways

Title: Gendered Pathways: How Mathematics Ability Beliefs Shape Secondary And Postsecondary Course And Degree Field Choices.
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Name(s): Perez-Felkneri, Lara, author
Nix, Samantha, author
Thomas, Kirby, author
Type of Resource: text
Genre: Journal Article
Text
Journal Article
Date Issued: 2017-04-06
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Do mathematics ability beliefs explain gender gaps in the physical science, engineering, mathematics, and computer science fields (PEMC) and other science fields? We leverage U.S. nationally representative longitudinal data to estimate gendered differences in girls' and boys' perceptions of mathematics ability with the most difficult or challenging material. Our analyses examine the potentially interacting effects of gender and these ability beliefs on students pathways to scientific careers. Specifically, we study how beliefs about ability with challenging mathematics influence girls' and boys' choices to pursue PEMC degrees, evaluating educational milestones over a 6-year period: advanced science course completion in secondary school and postsecondary major retention and selection. Our findings indicate even at the same levels of observed ability, girls' mathematics ability beliefs under challenge are markedly lower than those of boys. These beliefs matter over time, potentially tripling girls' chances of majoring in PEMC sciences, over and above biological science fields, all else being equal. Implications and potential interventions are discussed.
Identifier: FSU_libsubv1_wos_000398538900001 (IID), 10.3389/fpsyg.2017.00386 (DOI)
Keywords: gender, perceptions, achievement, science, stem, womens, ability beliefs, aspirations, challenge, college major, college majors, math performance, mathematics ability, race/ethnicity, self-concept, sex segregation, STEM education, stereotype threat
Publication Note: The publisher's version of record is available at https://doi.org/10.3389/fpsyg.2017.00386
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_libsubv1_wos_000398538900001
Host Institution: FSU
Is Part Of: Frontiers in Psychology.
1664-1078
Issue: vol. 8

Choose the citation style.
Perez-Felkneri, L., Nix, S., & Thomas, K. (2017). Gendered Pathways: How Mathematics Ability Beliefs Shape Secondary And Postsecondary Course And Degree Field Choices. Frontiers In Psychology. Retrieved from http://purl.flvc.org/fsu/fd/FSU_libsubv1_wos_000398538900001