“I can, but I don't want to”: The Impact of Parents, Interests, and Activities on Gender Differences in Math

doi:10.1017/CBO9780511614446.013

12 - “I can, but I don't want to”: The Impact of Parents, Interests, and Activities on Gender Differences in Math

Published online by Cambridge University Press: 05 June 2012

Janis E. Jacobs ,

Pamela Davis-Kean ,

Martha Bleeker ,

Jacquelynne S. Eccles and

Oksana Malanchuk

Edited by

Ann M. Gallagher and

James C. Kaufman

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Janis E. Jacobs: Affiliation:
Pennsylvania State University
Pamela Davis-Kean: Affiliation:
University of Michigan
Martha Bleeker: Affiliation:
Pennsylvania State University
Jacquelynne S. Eccles: Affiliation:
University of Michigan
Oksana Malanchuk: Affiliation:
University of Michigan
Ann M. Gallagher: Affiliation:
Law School Admissions Council, Newton, PA
James C. Kaufman: Affiliation:
California State University, San Bernardino

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Summary

Although the mathematics performance gap between males and females has narrowed over the past decade (e.g., Hall, Davis, Bolen, & Chia; 1999; Hyde, 1997; National Center for Education Statistics [NCES], 2001), there continues to be a gulf between the number of women and men who pursue college degrees in engineering, physical sciences, computer sciences, and mathematics (Bae & Smith, 1996; Higher Education Research Institute, 1996; Stumpf & Stanley, 1996). Furthermore, women who hold bachelor's degrees in science and engineering are less likely than men with similar degrees to actually be employed in those fields; women constitute only 23% of the science and engineering labor force (National Science Foundation [NSF], 2000). The underrepresentation of women is especially evident in the physical sciences, where women comprise only 9% of employed engineers and 10% of employed physicists (NSF, 2000).

In light of diminishing performance differences, the continuing gender gap in math/science educational and career choices suggests that such choices are based on much more than achievement (Linver, Davis-Kean, & Eccles, 2002). Numerous theories dealing with competence, expectancy, and control beliefs provide explanations for performance on different kinds of achievement tasks; however, many of these theories do not systematically address another important motivational question: What makes the individual want to do math or science? Even if individuals feel competent, they may not want to pursue it.

Type: Chapter
Information: Gender Differences in Mathematics
An Integrative Psychological Approach
, pp. 246 - 263

DOI: https://doi.org/10.1017/CBO9780511614446.013 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2004

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