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Expectancy-Value and Children’s Science Achievement: Parents Matter

– Teachers’ expectancy for children’s success in science did not significantly predict students’ fifth grade science achievement.
– Parents’ expectancy did predict students’ fifth grade science achievement.
– Children’s science self-efficacy significantly influenced science achievement scores. This was a weaker influence than the direct effect of parents’ expectancy of children’s success in science.
– None of the dependent variables showed significant difference between genders.
– The influence of parent expectancy on child self-efficacy for science and science achievement is equally strong for both boys and girls.

Gender and Choosing a STEM Major in College: Femininity, Masculinity, Chilly Climate, and Occupational Values

This research seeks to address these issues and advance our understanding of gender inequalities in STEM careers by measuring masculine and feminine personality characteristics using the Bem sex-role inventory (BSRI)- a well-studied inventory of masculine and feminine personality traits- and using these measures to predict selection of a STEM major in college among a sample of students aged 19 and older at a major public university. In addition to testing the association between masculinity, femininity, and choosing a STEM major independent of gender identification, the authors also explore the possibility that the association between masculine and feminine personality characteristics and choosing a STEM major differs for males and females.

The Role of Parental Values and Child-specific Expectations in the Science Motivation and Achievement of Adolescent Girls and Boys

– Student interest in science was most strongly associated with career aspirations.
– Parental values and expectations explained student interest, self-concept, achievement, and career aspirations.
– There were strong associations of parental expectations with a child’s career aspirations, moderate to strong associations with student motivation, and a moderate association with a student’s science achievement.
– Boys had a slightly higher interest in science and a higher self-concept than girls. Correspondingly, girls did not pursue careers in scientific fields as often as boys did.
– There was a significant difference between the self-concept of boys and girls in science only. When parents valued science as important in general, boys showed a significantly higher self-concept than girls did.
– Parental expectations were more strongly related to the interest, self-concept, and achievement of boys than it was to that of girls. In contrast, the high expectations of parents predicted career
aspirations in science equally well for boys and girls.
– In general, parents had higher expectations of their daughters than they did of their sons.
– With respect to the motivation of both boys and girls, parental expectations for a child’s career aspirations in science are more important than parental values are.