Authors

Kang H., Calabrese Barton A., Tan E., D. Simpkins S., Rhee H.-Y., Turner C.
Sikora J., Pokropek A.
Title Year
How do middle school girls of color develop STEM identities? Middle school girls’ participation in scie 2019
Gender segregation of adolescent science career plans in 50 countries 2012
Source title Volume Issue Art. No. Page start Page end Page count DOI
Science Education 103 2 418 439 10.1002/sce.21492
Science Education 96 2 234 264 10.1002/sce.20479
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059473236&doi=10.1002%2fsce.2149
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84856979555&doi=10.1002%2fsce.2047
Abstract
This study explores ways to support girls of color in forming their senses of selves in science, techno
Using data from the Program for International Student Assessment 2006 surveys for 50 countries, this paper explores gender s
 Author Keywords Document Type
equity; identities; quantitative; social practice theory; STEM-career aspirations Article
ountries, this paper explores gender segregation of adolescent science career plans. We ask whether,Article
in
Publication Stage Source EID Authors,Title,Year,Source title,Volume,Issue,Art. No.,Page start,Page end,P
Final Scopus 2-s2.0-85059473236 Kang H., Cala identities quantitative social practi
Final Scopus 2-s2.0-84856979555 Sikora J., Pokropek A.,"Gender segregation of adolescent science career pl
ue,Art. No.,Page start,Page end,Page count,DOI,Link,Abstract,Author Keywords,Document Type,Publication Stage,Source,EID
STEM-career aspirations",Article,"Final",Scopus,2-s2.0-85059473236
n of adolescent science career plans in 50 countries",2012,"Science Education","96","2",,"234","264",,"10.1002/sce.20479","https://www
n Stage,Source,EID

1002/sce.20479","https://www.scopus.com/inward/record.uri?eid=2-s2.0-84856979555&doi=10.1002%2fsce.20479&partnerID=40&md5
fsce.20479&partnerID=40&md5=295e8e5b68bdf2b4a9530b00360b7e19","Using data from the Program for International Student Assessm
or International Student Assessment 2006 surveys for 50 countries, this paper explores gender segregation of adolescent science career p
n of adolescent science career plans. We ask whether, in different cultures, bridging the male-female gap in science self-concept could red
n science self-concept could reduce gender disparities in students' career preferences. Bringing together the theory of gender essentialism
e theory of gender essentialism and the biased self-concept thesis, we interpret the cross-national variation in the relationship between s
on in the relationship between self-concept and occupational plans. To this end, we fit a series of random intercept regression models to c
ntercept regression models to country-specific and pooled data. In all countries, science-oriented girls prefer employment in biology, agric
er employment in biology, agriculture, or health (BAH), whereas boys favor careers in computing, engineering, or mathematics (CEM). Alm
ring, or mathematics (CEM). Almost everywhere, boys have more confidence in their science ability than girls, even after science performa
rls, even after science performance is taken into account. In advanced industrial countries the male-female gap in science self-concept is l
e gap in science self-concept is larger than the corresponding gap in developing or transforming societies. The male-female segregation of
The male-female segregation of preferences for science careers is also stronger in advanced industrial countries. Nevertheless, nowhere ar
ntries. Nevertheless, nowhere are gender disparities in science self-assessment related to the gender segregation in preferences for BAH a
gation in preferences for BAH and CEM careers. We discuss the significance of these cross-national patterns for science educators and edu
ns for science educators and educational policy makers. © 2012 Wiley Periodicals, Inc.",,Article,"Final",Scopus,2-s2.0-84856979555
pus,2-s2.0-84856979555