Understanding Individual and Gender Differences in Educational and Career Choices

了解教育和职业选择中的个人和性别差异

• 批准号: 8425436
• 负责人: Ming-Te Wang
• 金额: $ 7.38万
• 依托单位: UNIVERSITY OF PITTSBURGH AT PITTSBURGH
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-01-07 至 2014-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8425436
• 关键词: Address; Adolescent; American; Area; Attitude; Behavior; Belief; Biological; Budgets; Career Choice; Development; Educational Status; Engineering; Enrollment; Exhibits; Expectancy; Family; Feeling; Female; Foundations; Gender; Goals; Health; Home environment; Individual; Individual Differences; Life; Longitudinal Studies; Mathematics; Mediating; Medical; Occupations; Parents; Pathway interactions; Pattern; Performance; Play; Process; Psychological Factors; Research; Role; Rosa; STEM career; STEM field; Sampling; Schools; Science; Science, Technology, Engineering and Mathematics; Secondary Schools; Self Efficacy; Sex Characteristics; Shapes; Students; Testing; United States; Youth; base; boys; career; college; computer science; contextual factors; experience; family influence; girls; high school; interest; middle school; parental influence; physical science; programs; public health relevance; success; teacher; theories

DESCRIPTION (provided by applicant): Notwithstanding the significant progress exhibited by girls in math and science course taking and performance in recent years, concerns regarding the number of females pursuing careers in certain fields in Science, Technology, Engineering, and Mathematics (STEM) remain. Females are well represented in both undergraduate- and master-level programs in the biological and medical sciences; however, they continue to be underrepresented at all levels of training in mathematics, physical, engineering, and computer sciences. Based on Expectancy-Value theory, the opportunities provided by teachers and parents and the experiences associated with STEM-related activities in school and family shape the development of an individual's self- efficacy, interests, task values, and long-term life goals which in turn, influence educational and career choices (e.g., college majors and occupations) in STEM and non-STEM fields. Gender differences in the decision to enter STEM fields may be associated with gendered differences in these motivational beliefs. Unfortunately, extant research tends to be cross-sectional, ignoring changes that occur across major school transitions and thus failing to document normative changes in self-efficacy, interests, values, attitudes toward, and performance in math and science. In addition, much of the research takes a deficit perspective focusing on the shortcomings of individuals or females as opposed to identifying the psychological and contextual factors that predict individual success and pursuit of STEM-related careers. Using the Longitudinal Study of American Youth (LSAY), a longitudinal study of a national sample of 3116 public school students in the United States, the PI seeks to investigate the development of STEM-related self-efficacy, interests, and valuing during secondary school and then to relate these motivational beliefs to STEM-related educational and career choices. Specifically, this project will (Aim 1) investigate developmental changes and gender differences in adolescent motivational beliefs (e.g., self-efficacy, interests, task value) s adolescents proceed from middle school through high school, (Aim 2) examine whether family-based experiences influence adolescent motivational beliefs, which in turn, predict their academic performance and educational and career choices in STEM and non-STEM areas, (Aim 3) determine whether family and motivational factors and processes leading to different patterns and pathways in the pursuit of STEM and non-STEM careers differ by gender.

描述（由申请人提供）：尽管近年来女孩在数学和科学课程的学习和表现方面取得了重大进展，但对在科学，技术，工程和数学（STEM）某些领域从事职业的女性人数的担忧仍然存在。在生物和医学科学的本科和硕士课程中，女生人数很多;但是，在数学、物理、工程和计算机科学的各级培训中，女生人数仍然不足。根据期望价值理论，教师和家长提供的机会以及学校和家庭中与STEM相关活动相关的经验塑造了个人自我效能感，兴趣，任务价值观和长期生活目标的发展，反过来又影响教育和职业选择（例如，大学专业和职业）在STEM和非STEM领域。决定进入STEM领域的性别差异可能与这些动机信念的性别差异有关。不幸的是，现存的研究往往是横截面的，忽略了发生在主要的学校过渡的变化，从而未能记录自我效能，兴趣，价值观，态度的规范性变化，并在数学和科学的表现。此外，许多研究采取了赤字的角度，侧重于个人或女性的缺点，而不是确定预测个人成功和追求的心理和背景因素。 STEM相关职业使用美国青年纵向研究（LSAY），在美国的3116公立学校学生的全国样本的纵向研究，PI旨在调查STEM相关的自我效能感，兴趣和重视中学期间的发展，然后将这些动机信念与STEM相关的教育和职业选择。具体而言，本项目将（目标1）调查青少年动机信念的发展变化和性别差异（例如，自我效能感，兴趣，任务价值）的青少年从初中到高中，（目的2）检查是否以家庭为基础的经验影响青少年的动机信念，这反过来又预测他们的学习成绩和教育和职业选择在STEM和非STEM领域，（目标3）确定家庭和动机因素和过程是否导致追求STEM和非STEM的不同模式和途径，STEM职业因性别而异。