Book contents
- Frontmatter
- Contents
- List of Figures
- List of Tables
- Notes on Contributors
- List of Abbreviations (selected)
- Part I Introduction
- Part II The early school years
- Part III Career planning during adolescence
- Part IV Choosing a science career
- 9 Do teenagers want to become scientists?
- 10 Predicting career aspirations and university majors from academic ability and self-concept
- 11 Does priority matter?
- 12 Gender differences in personal aptitudes and motivational beliefs for achievement in and commitment to math and science fields
- 13 What happens to high-achieving females after high school?
- 14 Young people, gender, and science
- 15 Motivational affordances in school versus work contexts advantage different individuals
- Part V Longer-term consequences of early experiences
- Part VI The role of context
- Index
- References
12 - Gender differences in personal aptitudes and motivational beliefs for achievement in and commitment to math and science fields
Published online by Cambridge University Press: 05 October 2014
- Frontmatter
- Contents
- List of Figures
- List of Tables
- Notes on Contributors
- List of Abbreviations (selected)
- Part I Introduction
- Part II The early school years
- Part III Career planning during adolescence
- Part IV Choosing a science career
- 9 Do teenagers want to become scientists?
- 10 Predicting career aspirations and university majors from academic ability and self-concept
- 11 Does priority matter?
- 12 Gender differences in personal aptitudes and motivational beliefs for achievement in and commitment to math and science fields
- 13 What happens to high-achieving females after high school?
- 14 Young people, gender, and science
- 15 Motivational affordances in school versus work contexts advantage different individuals
- Part V Longer-term consequences of early experiences
- Part VI The role of context
- Index
- References
Summary
Abstract
In this chapter we examine gender differences in a variety of personal aptitudes and motivational beliefs that move individuals toward or away from STEM fields. The overarching goal of this chapter is to understand how individual intellectual aptitudes interact with motivational beliefs to account for individual and gender differences in STEM interests and choices. Specifically, we aim to address three questions: (1) What are the gender differences in mathematics and verbal abilities, math ability self-concept, personal values, and desired job characteristics at 12th grade? (2) Do adolescent intellectual aptitudes in mathematics and verbal areas at 12th grade predict their future college major selection? (3) How do individual differences in motivational factors discriminate between individuals who select college majors in STEM versus non-STEM fields while holding math and verbal ability constant? Answers to these questions will guide future research and interventions designed to promote individual motivation and capacity to pursue STEM careers.
- Type
- Chapter
- Information
- Gender Differences in Aspirations and AttainmentA Life Course Perspective, pp. 266 - 284Publisher: Cambridge University PressPrint publication year: 2014
References
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