Gender Differences in High School Students' Perceptions of Math and Science Identity, Self-Efficacy, and Utility

Autor/in	Mauel, Lauren
Titel	Gender Differences in High School Students' Perceptions of Math and Science Identity, Self-Efficacy, and Utility
Quelle	(2022), (106 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Bethel University (Minnesota)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-1372-3
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Self Efficacy; Mathematical Aptitude; Science Achievement; Self Concept; Mathematics Achievement; Gender Differences; Sex Stereotypes; Longitudinal Studies; Grade 11; Student Attitudes; Public Schools; Charter Schools; Private Schools; Science Education; Mathematics Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 11; 11. Schuljahr; Schuljahr 11; Schülerverhalten; Public school; Öffentliche Schule; Charter school; Charter-Schule; Private school; Privatschule; Naturwissenschaftliche Bildung; Mathematische Bildung
Abstract	This quantitative dissertation examined the differences between young men and women's perceptions of mathematics and science identity, self-efficacy, and utility. There are gender norms and stereotypes that impact identity, self-efficacy, and perceived utility of mathematics and science. The secondary data analyzed were drawn from the follow-up High School Longitudinal Survey (HSLS:09). The survey was administered to 20,594 11th-grade students enrolled at 904 eligible public, charter, and private schools from all states and the District of Columbia. The study investigated whether there are gender-based statistically significant (p < 0.05) differences in 11th grade students' perceptions of mathematics and science identity, mathematics and science self-efficacy, and mathematics and science utility. The results of the study suggest that there are statistically significant differences between the genders in mathematics identity, science identity, mathematics self-efficacy, and science self-efficacy, but not statistically significant differences in mathematics utility and science utility. Continued research could prove useful to continue analyzing the gender gaps present. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01