Barriers and Supports for Continuing in Mathematics and Science: Gender and Educational Level Differences

Autor/inn/en	Fouad, Nadya A.; Hackett, Gail; Smith, Philip L.; Kantamneni, Neeta; Fitzpatrick, Mary; Haag, Susan; Spencer, Dee
Titel	Barriers and Supports for Continuing in Mathematics and Science: Gender and Educational Level Differences
Quelle	In: Journal of Vocational Behavior, 77 (2010) 3, S.361-373 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0001-8791
DOI	10.1016/j.jvb.2010.06.004
Schlagwörter	Classification; Literature Reviews; Gender Differences; Science Curriculum; STEM Education; Females; Pilot Projects; Perception; Barriers; Middle Schools; High Schools; Higher Education; Interviews; Age Differences; Individual Development; Mathematics Curriculum + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Geschlechterkonflikt; STEM; Weibliches Geschlecht; Pilot project; Modellversuch; Pilotprojekt; Wahrnehmung; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Age; Difference; Age difference; Altersunterschied; Individuelle Entwicklung
Abstract	This article presents three studies that provide an in-depth examination of STEM-related supports and barriers. These studies constructed an instrument to identify male and female perceptions of the barriers and supports for pursuing coursework and/or careers in mathematics and sciences domains; to pilot test and refine that instrument; and then to explore gender differences in perceptions of supports and barriers at three different educational levels: middle school, high school, and college. Study 1 involved using literature reviews and in-depth interviews at the three educational levels to broadly identify perceived supports and barriers, and to develop a taxonomy of barrier and supports at each level. Based upon the taxonomy, study 2 involved the construction and pilot testing of a barriers and support instrument. Study 3 involved administering the revised instrument to a large sample of participants at each educational level. Results indicate both gender and developmental differences in perceptions of the barriers and supports for pursuing a math or science curriculum. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10