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12 - Gender differences in personal aptitudes and motivational beliefs for achievement in and commitment to math and science fields

Published online by Cambridge University Press:  05 October 2014

By
Ming-Te Wang  and
Sarah Kenny
Edited by
Ingrid Schoon  and
Jacquelynne S. Eccles
Ming-Te Wang
Affiliation:
University of Pittsburgh
Sarah Kenny
Affiliation:
University of Michigan
Ingrid Schoon
Affiliation:
Institute of Education, University of London
Jacquelynne S. Eccles
Affiliation:
University of Michigan, Ann Arbor
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Summary

Abstract

In this chapter we examine gender differences in a variety of personal aptitudes and motivational beliefs that move individuals toward or away from STEM fields. The overarching goal of this chapter is to understand how individual intellectual aptitudes interact with motivational beliefs to account for individual and gender differences in STEM interests and choices. Specifically, we aim to address three questions: (1) What are the gender differences in mathematics and verbal abilities, math ability self-concept, personal values, and desired job characteristics at 12th grade? (2) Do adolescent intellectual aptitudes in mathematics and verbal areas at 12th grade predict their future college major selection? (3) How do individual differences in motivational factors discriminate between individuals who select college majors in STEM versus non-STEM fields while holding math and verbal ability constant? Answers to these questions will guide future research and interventions designed to promote individual motivation and capacity to pursue STEM careers.

Type
Chapter
Information
Gender Differences in Aspirations and Attainment
A Life Course Perspective
 , pp. 266 - 284
Publisher: Cambridge University Press
Print publication year: 2014

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