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. Gefälligkeitsübersetzung: Barrieren und Hilfen für Abschlüsse in Mathematik und Naturwissenschaft. Geschlechts- und bildungsniveauspezifische Unterschiede.
Quelle	In: Journal of vocational behavior, 77 (2010) 3, S. 361-373Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0001-8791; 1095-9084
DOI	10.1016/j.jvb.2010.06.004
Schlagwörter	Sozialer Faktor; Einstellung (Psy); Weiterführende Schule; Schüler; Schulbildung; Unterrichtsfach; Mathematik; Naturwissenschaften; Naturwissenschaftliche Bildung; Hochschulbildung; Studienwahl; Entscheidungskriterium; Geschlechtsspezifik; Präferenz; Männlicher Jugendlicher; Student; Weibliche Jugendliche; USA
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" Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch. (author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2011/2