– All three factors, math achievement, perceived math ability, and parental occupation in a science field, are found to be significant predictors of the probability of majoring in science in college.
– Having a parent working in a science related field is associated with a better performance in math but not necessarily higher levels of perceived math ability, given math performance.
– Most of the observed positive effects of having a parent in a science related occupation seem to be concentrated among females.
– Estimated effects of higher levels of math achievement are about double for boys than for girls. Estimates of perceived math ability are also slightly larger for boys.
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Gender Gaps in Math Performance, Perceived Mathematical Ability and College STEM Education: The Role of Parental Occupation
Perceived Mathematical Ability under Challenge: A Longitudinal Perspective on Sex Segregation among STEM Degree Fields
1) To what degree do domain-specific and domain-general perceptions of ability under challenge differ by gender? 2) What is the relationship between perceived ability under challenge in mathematics and advanced high school science course enrollment? 3) To what extent does perceived ability under challenge in mathematics predict staying in a STEM field as intended before entering postsecondary education? How is this relationship moderated by gender? 4) What is the relationship between perceived ability under challenge in mathematics and selection of mathematics-intensive science majors (physics, engineering, mathematics, and computer science(PEMC), and how is that relationship moderated by gender?
Elementary School Teachers' Perceptions and Attitudes to the Educational Structure of Tracking
Explores teachers’ attitudes and perceptions about tracking in three NY State public schools.
Fifty Years after Brown: The Benefits and Tradeoffs for African American Educators and Students
Examines the benefits and tradeoffs for African American professional educators and students that resulted from Brown.
Teachers' Perceptions and Expectations and The Black-White Test Score Gap
Ways in which teachers’ and students’ behaviors might be causes/consequences of racially disparate perceptions and expectations regarding achievement.
A Longitudinal Study of Engineering Student Performance and Retention. III. Gender Differences in Student Performance and Attitudes
Why did the women in the study- whose qualifications were arguably better than those of the men when they entered the chemical engineering curriculum- earn lower grades in chemical engineering courses and exhibit progressively lower confidence levels and expectations of themselves as they advanced through the curriculum?
School Integration and the Academic Achievement of Negroes
Integration effects on Blacks achievement.