High School Girls' Negotiation of Perceived Self-Efficacy and Science Course Trajectories

Autor/inn/en	Patterson, Jill Voorhees; Johnson, Ane Turner
Titel	High School Girls' Negotiation of Perceived Self-Efficacy and Science Course Trajectories
Quelle	In: Journal of Research in Education, 27 (2017) 1, S.79-113 (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-6470
Schlagwörter	High School Students; Females; Sustainability; Science Instruction; STEM Education; Self Efficacy; Qualitative Research; Case Studies; Gender Differences; Student Attitudes; Course Selection (Students); Feminism; Socialization; Focus Groups; Semi Structured Interviews; Intention; Emotional Response; Goal Orientation; New Jersey + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Nachhaltigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; STEM; Self-efficacy; Selbstwirksamkeit; Qualitative Forschung; Case study; Fallstudie; Case Study; Geschlechterkonflikt; Schülerverhalten; Course selection; Kurswahl; Feminismus; Socialisation; Sozialisation; Emotionales Verhalten; Zielorientierung; Zielvorstellung
Abstract	Sustainability issues have led to increased demands for a STEM-literate society and workforce. Potential contributors need to be competent, have an understanding of earth and physical sciences, and be willing to pursue such fields. High school girls, however, remain underrepresented in physical science course enrollments (College Board, 2014). This qualitative case study examined how gender informs girls' efficacy-activated processes related to their perceptions of potential science course pursuits. From a feminist, social cognitive theoretical framework, it sought to understand how various factors, including gender, interplay in girls' determinations of their perceived STEM self-efficacy and potential science course trajectories. Findings illuminated how gender role socialization, particularly career orientations and competitive norms, threatens girls' participation in physical sciences. Implications for policy, research, and practice are discussed. (As Provided).
Anmerkungen	Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01