Gender Differences in Interest, Perceived Personal Capacity, and Participation in STEM-Related Activities.
Gender Differences in Interest, Perceived Personal Capacity, and Participation in STEM-Related Activities.
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兴趣、个人能力认知和 STEM 相关活动参与方面的性别差异。
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Katherine Weber
中科院分区：
文献类型：
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作者：
Katherine Weber
今天，获得科学和工程学位的女性比过去更多（Dean & Fleckenstein，2007; Hill，Corbett，& St. Rose，2010）。然而，妇女在科学、技术、工程和数学（STEM）领域的代表性仍然不足（Hill等人，2010年）。为什么，经过如此多的系统性努力（Liston，Peterson，& Ragan，2008; Lufkin & Reha，2009），女性在STEM中的代表性仍然不足？Valian（2007年）认为，由于兴趣不高，女性从事科学专业的人数少于男性。Valian假设，由于个人做出自己的选择，一些人，无论他们得到的鼓励或支持，仍然不受影响，不探索与STEM相关的职业选择。女性对STEM不感兴趣吗？Jolly、坎贝尔和Perlman（2004年）提出，必须具备某些要素，以增加女性追求STEM兴趣的可能性。乔利、坎贝尔和帕尔曼（2004年）回顾了定量学科的研究和评估工作，以及关注学生在STEM中取得成功的改革工作。从研究综述中出现了几种模式，Jolly等人将其归类为三个基础广泛的主题，创建了参与，能力和连续性（ECC）三部曲。Jolly等人（2004年）指出，参与，能力和连续性三部曲（ECC三部曲）的基本假设是，这三个因素必须存在于学生的成功中。这些因素中的每一个都是必要的，但单独是不够的，以确保学生在科学和定量学科的延续。这些因素是相互依存的。一个人的缺席会影响其他人的存在程度。（第100页）3-4)本文概述了学生的参与，感知的个人能力和连续性，以及描述了性别相关的研究结果，修改和操作乔利等人。04 The Dog（2004）本文还讨论了STEM教师如何利用这项研究的结果来了解STEM课程女性入学率低的可能原因。当学生对某个特定主题有意识、积极的态度和兴趣时，他们参与学习该主题的可能性就会增加（Jolly等人，2004年）。Jolly等人（2004）认为，在学习学术门徒时，会发生不同类型的学生参与。如果学生觉得他们的社会价值会因为参加学术，社会或
Today, more women than in the past obtain degrees in science and engineering (Dean & Fleckenstein, 2007; Hill, Corbett, & St. Rose, 2010). However, women still remain underrepresented in science, technology, engineering, and mathematics (STEM) (Hill et al., 2010). Why, after so many systemic efforts (Liston, Peterson, & Ragan, 2008; Lufkin & Reha, 2009), do women continue to be underrepresented in STEM? Valian (2007) suggested that fewer females than males pursue professional careers in science due to low interest. Valian hypothesized that since individuals make their own choices, some individuals, regardless of the encouragement or support they receive, remain uninfluenced and do not explore STEM-related career options. Are females just not interested in STEM? Jolly, Campbell, and Perlman (2004) proposed that certain components must be in place to increase the likelihood of females pursuing interests in STEM. Jolly, Campbell, and Perlman (2004) reviewed research and evaluation efforts, as well as reform efforts, in quantitative disciplines that focused on student success in STEM. Several patterns emerged from the research review, which Jolly et al. categorized into three broad-based themes that created the Engagement, Capacity, and Continuity (ECC) Trilogy. Jolly et al. (2004) noted, The underlying assumption of the Engagement, Capacity and Continuity Trilogy (ECC Trilogy) is that these three factors must be present for student success. Each of these factors is necessary but individually is not sufficient to ensure student continuation in the sciences and quantitative disciplines. The factors are interdependent. The absence of one can have an impact on the degree to which the others are present. (pp. 3-4) This paper gives an overview of student engagement, perceived personal capacity, and continuity, as well as describes the gender-related findings of a study that modified and operationalized Jolly et al.’s (2004) ECC Trilogy. The paper also discusses how the findings of this study can be utilized by STEM teachers to understand possible reasons for low female enrollment in their STEM classes. The likelihood of student engagement in learning a specific topic increases when they possess an awareness, positive attitude, and interest in the topic (Jolly et al., 2004). Jolly et al (2004) suggested that different types of student engagement occur when learning academic disciples. If students feel their social worth will improve as a result of participating in an academic, social, or