College-bound girls and science careers: Perceptions of barriers and facilitating factors

Student perceptions of barriers, facilitating factors, and information needs related to the consideration of careers in science and technology were investigated with a nationwide sample of talented high school senior women (N = 1017). Data were collected through a mailed questionnaire as part of a broader National Science Foundation project. Results of the study suggest that relatively few girls choose careers in science and technology because: They have doubts about combining family life with a science career; they lack information about steps in preparing for a science career; they believe influential adults; and they see few examples of the important role women can play in science. The data describing the students' perceptions of facilitating factors and information needs suggest that encouragement from family, access to role models, extra help and encouragement from science teachers, and information about careers in science, including the steps involved in preparation, might be influential in helping change perceptions of barriers to careers in science and technology.     

Structural relationships between classroom emotional climate,teacher–student interpersonal relationships and students’ attitudes to STEM

Social Psychology of Education - Recently, integrated STEM projects have been introduced into school curricula in an attempt to increase students’ understanding and interest in pursuing STEM...