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Gender Differences in High School Student Dispositions Toward Science, Technology, Engineering, and Mathematics Careers
ARTICLE

, Institute for the Integration of Technology into Teaching and Learning, University of North Texas, United States ; , , University of North Texas, United States

JCMST Volume 34, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

STEM disposition surveys were completed by 364 11th and 12th grade students attending a two-year university-based residential science and mathematics academy during fall 2012. Surveys were completed by the same classes as a post test administration during spring 2013. Major findings were that first year students tended to show a decline in their dispositions pre to post while second year students showed an increase in their STEM dispositions pre to post. First year students exhibited gender differences in STEM dispositions that were typical of published male preferences, in that males had more positive dispositions than females toward engineering and technology. However, second year students nearing completion of their academy experience showed no significant differences on any of the STEM measures. Females tended to be higher than their male counterparts on interest in obtaining a STEM career.

Citation

Christensen, R., Knezek, G. & Tyler-Wood, T. (2015). Gender Differences in High School Student Dispositions Toward Science, Technology, Engineering, and Mathematics Careers. Journal of Computers in Mathematics and Science Teaching, 34(4), 395-408. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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