Sources of Gender Differences in Competency Beliefs and Retention in an Introductory Premedical Science Course

Autor/inn/en	Witherspoon, Eben B.; Schunn, Christian D.
Titel	Sources of Gender Differences in Competency Beliefs and Retention in an Introductory Premedical Science Course
Quelle	In: Journal of Research in Science Teaching, 59 (2022) 5, S.695-719 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Witherspoon, Eben B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21741
Schlagwörter	Gender Differences; Self Efficacy; School Holding Power; Introductory Courses; Premedical Students; Science Education; Physics; Sense of Community + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Self-efficacy; Selbstwirksamkeit; Einführungskurs; Naturwissenschaftliche Bildung; Physik
Abstract	Gender disparities in retention in pathways to science continue to vary widely by course. Undergraduates intending to study prehealth and premedicine often represent a majority of students enrolled in introductory science courses, contribute to a large number of eventual science degree earners, and are a population that typically includes a high number of women. However, gender differences in attrition, grades, and attitudes persist in the introductory science courses required by undergraduate preheath and premedical programs, particularly within the physical sciences (i.e., Chemistry and Physics). We use structural equation modeling to study 416 undergraduate students across multiple sections of an Algebra-based Physics course, a common course on the prehealth and premedical track where large gender differences in grades, retention and competency beliefs have been documented. Our analysis focuses on identifying potential academic and attitudinal sources for gender differences in students' beliefs about their Physics abilities at the end of the course, and retention to the second physics course, which is often influenced by these competency beliefs. Results suggest that while men's ability beliefs in Physics are relatively stable and largely derived from early performance indicators, this is a smaller source of ability beliefs for women. Instead, women's ability beliefs are mediated during the course through their sense of belonging in Physics, and the extent to which they believe that Physics ability is fixed or malleable. These findings can inform the design of interventions in Physics courses that specifically target the development of ability beliefs for women intending medical careers. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01