Topic
Women in science
About: Women in science is a research topic. Over the lifetime, 1178 publications have been published within this topic receiving 22310 citations. The topic is also known as: women scientists & role of women in science.
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Book•
01 Jan 2010
1,221 citations
TL;DR: The authors explored how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations, concluding that the saliency of the identity dimension for young persons' occupational plans was found to strongly predict their intended choice of a physics career.
Abstract: This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally about their backgrounds, high school science experiences, and science attitudes, the study uses multiple regression to examine the responses of 3,829 students from 34 randomly selected US colleges/universities. Confirming the salience of the identity dimension for young persons' occupational plans, the measure for students' physics identity used in this study was found to strongly predict their intended choice of a physics career. Physics identity, in turn, was found to correlate positively with a desire for an intrinsically fulfilling career and negatively with a desire for personal/family time and opportunities to work with others. Physics identity was also positively predicted by several high school physics characteristics/experiences such as a focus on conceptual understanding, real-world/contextual connections, students answering questions or making comments, students teaching classmates, and having an encouraging teacher. Even though equally beneficial for both genders, females reported experiencing a conceptual focus and real-world/contextual connections less frequently. The explicit discussion of under-representation of women in science was positively related to physics identity for female students but had no impact for male students. Surprisingly, several experiences that were hypothesized to be important for females' physics identity were found to be non-significant including having female scientist guest speakers, discussion of women scientists' work, and the frequency of group work. This study exemplifies a useful theoretical framework based on identity, which can be employed to further examine persistence in science, and illustrates possible avenues for change in high school physics teaching. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 978–1003, 2010
627 citations
Book•
15 Oct 2003
TL;DR: In this article, a comprehensive study of gender differences in science careers provides a systematic account of how US youths are selected into and out of science education in early life and how social forces affect career outcomes later in the science labour market.
Abstract: Why do so few women choose a career in science - even as they move into medicine and law in ever-greater numbers? This comprehensive study of gender differences in science careers provides a systematic account of how US youths are selected into and out of science education in early life and how social forces affect career outcomes later in the science labour market The authors explore the extent and causes of gender differences in undergraduate and graduate science education, in scientists' geographic mobility, in research productivity, in promotion rates and earnings, and in the experience of immigrant scientists They conclude that the gender gap in parenting responsibilities is a critical barrier to the further advancement of women in science
591 citations
TL;DR: It was shown that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled and these sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap.
Abstract: The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers Using an international database on adolescent achievement in science, mathematics, and reading ( N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality The gap between boys' science achievement and girls' reading achievement relative to their mean academic performance was near universal These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls' and women's engagement with STEM subjects
553 citations
Journal Article•
503 citations