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ISSN Печать: 1072-8325
ISSN Онлайн: 1940-431X
Indexed in
GENDER, FAMILIES, AND SCIENCE: INFLUENCES ON EARLY SCIENCE TRAINING AND CAREER CHOICES
Краткое описание
This research examines the effects of gender and a number of family experiences on young people's chances of going into postsecondary science training and science occupations in the years immediately following high school. Data came from the nationally representative, longitudinal High School and Beyond survey. Results show that gender plays a significant role in choices involving early science training and occupationsespecially training. Amongst young men and women with comparable resources and qualifications, young women are less likely to make the science choice. The family experiences and expectations examined here are not a major factor in understanding gender differences in access to science training and occupations. Although much of the literature describes the domains of science and of family as being at odds, results from this research suggest that family experiences play a rather minimal role in predicting who will enter science training or occupations in the early post-high school years. When family variables do have an effect, they are not always negative and the nature of the effect varies by the time in the life cycle that the family variable is measured, by type of family experience (orientation vs. procreation), by outcome (science major vs. science occupation), and by gender.
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Shirk Sarah, Arreola Veronica, Wobig Carly, Russell Karima, Girls’ E-Mentoring in Science, Engineering, and Technology Based at the University of Illinois at Chicago Women in Science and Engineering (WISE) Program, in Computer Engineering, 2012. Crossref
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Kisselburgh Lorraine G., Berkelaar Brenda L., Buzzanell Patrice M., Discourse, Gender, and the Meaning of Work Rearticulating Science, Technology, and Engineering Careers Through Communicative Lenses, Annals of the International Communication Association, 33, 1, 2009. Crossref
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Steinke Jocelyn, Cultural Representations of Gender and Science, Science Communication, 27, 1, 2005. Crossref