High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes

2021 ◽  
Vol 24 (1) ◽  
pp. 273-298
Author(s):  
Christine R. Starr ◽  
Sandra D. Simpkins
Keyword(s):  
High School ◽  
High School Students ◽  
Gender Stereotypes ◽  
School Students ◽  
Math And Science ◽  
Stem Outcomes

scholarly journals Teacher Characteristics, Student Beliefs, and the Gender Gap in STEM Fields

2018 ◽  
Vol 41 (2) ◽  
pp. 127-144 ◽  
Author(s):  
Dario Sansone
Keyword(s):  
High School ◽  
High School Students ◽  
Gender Gap ◽  
Fixed Effects ◽  
Classroom Behaviors ◽  
School Students ◽  
Teacher Gender ◽  
Gender Beliefs ◽  
Math And Science ◽  
Science Classes

This article uses data from the U.S. High School Longitudinal Study of 2009 to investigate the relationship between high school students’ beliefs about female abilities in math and science and their teacher gender, beliefs, and classroom behaviors. Estimates are obtained by comparing the same ninth graders between math and science classes, thus controlling for student fixed effects. Students were less likely to believe that men were better than women in math or science when assigned to female teachers or to teachers who valued and listened to ideas from their students. The empirical analysis also provides evidence suggesting that these gender beliefs were related to the decisions by female students to take advanced math and science classes in high school.

scholarly journals Does Applied STEM Course Taking Link to STEM Outcomes for High School Students With Learning Disabilities?

2017 ◽  
Vol 51 (3) ◽  
pp. 250-267 ◽  
Author(s):  
Michael A. Gottfried ◽  
Cameron Sublett
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
General Population ◽  
Learning Needs ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Diverse Learning ◽  
Math And Science ◽  
And Mathematics

Over the most recent two decades, federal policy has urged high schools to embed applied science, technology, engineering, and mathematics (STEM) courses into the curriculum to reinforce concepts learned in traditional math and science classes as well as to motivate students’ interests and long-term pursuits in STEM areas. While prior research has examined whether these courses link to STEM persistence for the general student population, no work has examined the role of these courses for students with learning disabilities (LDs). This is a critical lapse, as these courses have been supported as being one path by which STEM material can become more accessible for students with diverse learning needs. Hence, this descriptive study examines the landscape of applied STEM course taking for students with LDs. The findings suggest students with LDs are less likely to take applied STEM courses in high school compared to the general population. Additionally, while the general population does benefit from taking these courses, there is a unique association between applied STEM course taking and advanced math and science course taking or math achievement for students with LDs. Hence, there is no evidence that applied STEM course taking is related to any closure of the STEM achievement gap for students with LDs.

Effects of gender stereotypes on performance in mathematics: A serial multivariable mediation model

2016 ◽  
Vol 44 (6) ◽  
pp. 943-952 ◽  
Author(s):  
Jingjing Song ◽  
Bin Zuo ◽  
Lei Yan
Keyword(s):  
High School ◽  
High School Students ◽  
Gender Stereotypes ◽  
Achievement Goals ◽  
Mathematics Performance ◽  
Male Students ◽  
School Students ◽  
And Performance ◽  
And Mathematics ◽  
Approach Goals

We aimed to determine how gender stereotypes about mathematics affect high school students' performance in this subject through examining the multiple mediating roles of competence belief, type of achievement goal, and effort. Chinese high school students (N = 267) completed measures to assess their gender stereotypes, competence belief, achievement goals, effort, and performance in mathematics. The results of a serial multivariable mediation analysis partly supported the idea that competence belief, achievement goals, and effort act as mediators in the relationship between gender stereotypes and mathematics performance. Specifically, gender stereotypes about mathematics had a negative direct and indirect effect on Chinese female students' mathematics performance: the girls with a stronger gender stereotype were serially associated with less competence belief, lower performance-approach goals, and less effort, all of which, in turn, were associated with poorer performance in mathematics. However, gender stereotypes about mathematics did not predict the level of Chinese male students' performance at mathematics. The theoretical and practical implications of these findings are discussed.

scholarly journals Gender, sexuality and violence: perception of mobilized adolescents in an online game

2018 ◽  
Vol 71 (suppl 1) ◽  
pp. 607-614 ◽  
Author(s):  
Rosa Maria Godoy Serpa da Fonseca ◽  
Danyelle Leonette Araújo dos Santos ◽  
Rafaela Gessner ◽  
Lucimara Fabiana Fornari ◽  
Rebeca Nunes Guedes de Oliveira ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Gender Stereotypes ◽  
Exploratory Study ◽  
Third Parties ◽  
Online Game ◽  
School Students ◽  
Thematic Content ◽  
Qualitative Descriptive

ABSTRACT Objective: To identify and analyze the perception of high school students about violence in intimacy relations in adolescence, in the light of the category Gender. Method: A qualitative, descriptive and exploratory study, based on the comments of 27 adolescents participating in the online game, Papo Reto. The discourses were submitted to the analysis of thematic content and discussed in the light of the category Gender. Results: Adolescents naturalize violence in their relationships of intimacy, but when they recognize it, they react in several ways: with aggressions, dialoguing with the partner or seeking support from third parties. Final considerations: There were discordant perceptions regarding the phenomenon, most of which reiterated gender stereotypes. However, they reveal attitudes favorable to overcoming mainly related to the attainment of autonomy.

scholarly journals Motivos de elección de carreras universitarias por parte de estudiantes de bachillerato en México. un estudio comparativo desde una perspectiva de género

2021 ◽  
Vol 14 ◽  
pp. 87-98
Author(s):  
Ignacio Pérez Pulido ◽  
Gizelle Guadalupe Macías González ◽  
Juan Francisco Caldera Montes
Keyword(s):  
High School ◽  
High School Students ◽  
Gender Stereotypes ◽  
Academic Career ◽  
Cultural Beliefs ◽  
Social Recognition ◽  
Academic Careers ◽  
School Students ◽  
Female High School ◽  
University Degree

The objective of this study was to analyse if male and female high school students present different motives for choosing academic careers. The study comprises a sample of 3,152 students, from Altos Sur Region of Jalisco, in Mexico, belonging to eight different schools. 58% of the sample were women and 42% men. The survey included questions concerning the interest in pursuing an academic career, and the reasons for that. University degree and the reasons that drive their choice were identified. The results indicate there are significant differences between man and women as regards the reasons for choosing a university degree. While women say that vocation was the most important motive leading them to higher education, men presented economic reasons and social recognition as the main justifications for that. It is concluded that gender stereotypes still influence the choice for a university career among high school students. Therefore, it is recommended to promote counseling and vocational guidance activities that integrate a gender perspective for overcoming the cultural beliefs that prevent women from having an academic career.

scholarly journals Friends and family: A literature review on how high school social groups influence advanced math and science coursetaking

2017 ◽  
Vol 25 ◽  
pp. 62 ◽  
Author(s):  
Michael Gottfried ◽  
Ann Owens ◽  
Darryl Williams ◽  
Hui Yon Kim ◽  
Michela Musto
Keyword(s):  
High School ◽  
High School Students ◽  
Stem Education ◽  
Social Groups ◽  
The Body ◽  
Individual Student ◽  
School Students ◽  
Science Courses ◽  
Math And Science ◽  
The Individual

In this study, we synthesized the literature on how informal contexts, namely friends and family social groups, shape high school students’ likelihood of pursuing advanced math and science coursework. Extending scholarly understandings of STEM education, we turned to the body of literature with three guiding questions: (1) What influence do friends have on advanced math and science coursetaking? (2) What influence does family, particularly parents, have on advanced math and science coursetaking? (3) Do the effects vary by gender among each social group? By synthesizing existing literature on the influence of family and friends on advanced math and science coursetaking in high school, we find that both friends and families can influence the number of advanced math and science courses students complete, but the amount of advanced coursework students complete also varies based on the gender of the individual student, the gender of his/her friends, as well as by mother or father. Implications and limitations are discussed.

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