Racial/Ethnic and Gender Inequalities in Third Grade Children's Self-Perceived STEM Competencies

Autor/inn/en	Morales, Danielle Xiaodan; Grineski, Sara Elizabeth; Collins, Timothy William
Titel	Racial/Ethnic and Gender Inequalities in Third Grade Children's Self-Perceived STEM Competencies
Quelle	In: Educational Studies, 49 (2023) 2, S.402-417 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2020.1871324
Schlagwörter	STEM Education; Competence; Grade 3; Elementary School Students; Student Attitudes; Gender Differences; Racial Differences; African American Students; Hispanic American Students; Minority Group Students; Indigenous Populations; Family Environment; Interpersonal Relationship; Socioeconomic Status; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? STEM; Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03; Schülerverhalten; Geschlechterkonflikt; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Sinti und Roma; Familienmilieu; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Socio-economic status; Sozioökonomischer Status
Abstract	Studies have sought to understand the underrepresentation of women and racial/ethnic minority groups in STEM, but less attention has been paid to primary school students. Using data from a nationally-representative sample, this study identified factors influencing US third-grade children's self-perceived competencies in maths and science, while controlling for their actual abilities. Results indicate that girls had degraded self-perceptions of their maths competencies compared to boys, but similar self-rated science competencies. Black students exhibited buoyed self-perceived maths competencies, while Hispanic and indigenous students underestimated their science competencies. Students who reported being satisfied with parental attention, friends, and neighbourhood had higher self-perceived competencies in both maths and science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01