Blinded to Science: Gender Differences in the Effects of Race, Ethnicity, and Socioeconomic Status on Academic and Science Attitudes among Sixth Graders

Autor/inn/en	Perry, Brea L.; Link, Tanja; Boelter, Christina; Leukefeld, Carl
Titel	Blinded to Science: Gender Differences in the Effects of Race, Ethnicity, and Socioeconomic Status on Academic and Science Attitudes among Sixth Graders
Quelle	In: Gender and Education, 24 (2012) 7, S.725-743 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2012.685702
Schlagwörter	Academic Achievement; Academic Aspiration; Self Efficacy; Ethnicity; Negative Attitudes; Males; Socioeconomic Status; Educational Attitudes; Grade 6; Gender Differences; Racial Differences; Ethnic Groups; Socioeconomic Influences; Student Attitudes; Science Instruction; African American Students; Hispanic American Students; White Students; Asian American Students; Self Esteem; Persistence; Parents; Middle School Students + Suchen Sie Ihr Suchwort? Schulleistung; Self-efficacy; Selbstwirksamkeit; Ethnizität; Negative Fixierung; Male; Männliches Geschlecht; Socio-economic status; Sozioökonomischer Status; Educational attitude; Bildungsverhalten; Erziehungseinstellung; School year 06; 6. Schuljahr; Schuljahr 06; Geschlechterkonflikt; Rassenunterschied; Ethnie; Sozioökonomischer Faktor; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Self-esteem; Selbstaufmerksamkeit; Ausdauer; Eltern; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Little research has examined whether the effects of race or socioeconomic status (SES) on educational attitudes differ by gender, limiting knowledge of unique vulnerabilities occurring at the intersection of multiple social statuses. Using data from 182 sixth-graders, interactions between gender, race/ethnicity, and SES in predicting educational aspirations, persistence, views of science, and educational self-efficacy are examined. African American and Latino boys express more negative attitudes relative to (1) higher-SES boys, (2) White boys, and (3) girls of any race/ethnicity or level of SES. The intersection of multiple inequalities in education across the early life course is discussed. (Contains 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10