Perceived mathematical ability under challenge: a longitudinal perspective on sex segregation among STEM degree fields.
Perceived mathematical ability under challenge: a longitudinal perspective on sex segregation among STEM degree fields.
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DOI：
10.3389/fpsyg.2015.00530
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发表时间：
2015
影响因子：
3.8
通讯作者：
Thomas K
中科院分区：
文献类型：
--
作者：
Nix S;Perez-Felkner L;Thomas K
学生对自己数学能力的看法因性别而异，似乎会影响科学、技术、工程和数学 (STEM) 学位的选择。与此相关的是，教育心理学越来越多地研究学生在学业困难期间的看法，这表明这种看法与任务坚持之间存在联系。尽管人们对研究 STEM 中的性别差异很感兴趣，但这些概念尚未得到同时考虑。在这份手稿中，我们研究了在挑战下的感知能力（特别是在数学领域）如何影响进入性别隔离最严重和数学密集型本科学位：物理、工程、数学和计算机科学（PEMC）。使用具有全国代表性的 2002 年教育纵向研究 (ELS) 数据，我们估计了在充满挑战的条件下感知能力对高中高级科学课程学习、目标 STEM 专业选择以及高中毕业 2 年后特定专业类型的影响。在讨论性别如何影响 STEM 职业道路时，展示了特异性的重要性，在数学挑战下，性别和感知能力的交叉影响对于每个科学专业类别都是不同的。中学时对挑战的感知能力因性别而异，并且高度预测选择 PEMC 和健康科学专业。值得注意的是，12 年级女生对自己应对数学挑战的能力的看法增加了她们选择生物学以外的 PEMC 专业的可能性。此外，性别调节了成长心态对学生选择健康科学专业的影响。对一般和语言领域中受到挑战的能力的看法也影响了某些 STEM 专业的保留和申报。讨论了这些结果的影响，特别关注在高中获得高级科学课程的机会以及旨在提高年轻女性对其能力的看法的干预措施，特别是针对陈规定型观念威胁对其获得科学学位的途径的潜在抑制影响。
Students' perceptions of their mathematics ability vary by gender and seem to influence science, technology, engineering, and mathematics (STEM) degree choice. Related, students' perceptions during academic difficulty are increasingly studied in educational psychology, suggesting a link between such perceptions and task persistence. Despite interest in examining the gender disparities in STEM, these concepts have not been considered in tandem. In this manuscript, we investigate how perceived ability under challenge—in particular in mathematics domains—influences entry into the most sex-segregated and mathematics-intensive undergraduate degrees: physics, engineering, mathematics, and computer science (PEMC). Using nationally representative Education Longitudinal Study of 2002 (ELS) data, we estimate the influence of perceived ability under challenging conditions on advanced high school science course taking, selection of an intended STEM major, and specific major type 2 years after high school. Demonstrating the importance of specificity when discussing how gender influences STEM career pathways, the intersecting effects of gender and perceived ability under mathematics challenge were distinct for each scientific major category. Perceived ability under challenge in secondary school varied by gender, and was highly predictive of selecting PEMC and health sciences majors. Notably, women's 12th grade perceptions of their ability under mathematics challenge increased their probability of selecting PEMC majors over and above biology. In addition, gender moderated the effect of growth mindset on students' selection of health science majors. Perceptions of ability under challenge in general and verbal domains also influenced retention in and declaration of certain STEM majors. The implications of these results are discussed, with particular attention to access to advanced scientific coursework in high school and interventions aimed at enhancing young women's perceptions of their ability, in particular in response to the potentially inhibiting influence of stereotype threat on their pathways to scientific degrees.
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影响因子：
2.2
作者：
Griffith, Amanda L.
通讯作者：
Griffith, Amanda L.
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作者：
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