Are girls’ math abilities and skills sufficient for them to pursue those fields? If not, when do differences arise and are they affected by environmental factors?
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Are girls’ math abilities and skills sufficient for them to pursue those fields? If not, when do differences arise and are they affected by environmental factors?
1. What are the impacts of school and out-of-school-related activities on students’
intention to pursue a STEM degree?
2. What are the impacts of both teacher and parental educational expectations on
students’ intentions to pursue a STEM degree?
3. What are the impacts of a students’ self-efficacy in math and science and college
expectations on the likelihood of pursuing a STEM degree?
4. What are the impacts of interaction effects between individual, environment, and
behavior on students’ likelihood of pursuing a STEM degree?