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Saihu 发表于 2024-4-7 01:07
’the authors identified three main factors that contributed to these career choices, which are pr ...
文章先是提到了Korea Science Academy, which is a senior high school, especially for the gifted in math and science. 这个学校的男女生比列如下：
10年级：男生132人，女生29人，共161人
11年级： 男生132人，女生8人，共140人
12年级：男生133人，女生9人，共142人
文章提到，Although there has been improvement toward gender equality in mathematics performance in the gender populations, gender inequality in gifted samples is still a concern for many researchers. Furthermore underrepresentation of gifted women in career fields related to math, natural science,and technology is also problematic in most countries around the world (Blickenstaff, 2004, Gill e al., 2008, ....reference太长了不抄了）. The question is why does low participation of women in math and science careers continue despite the efforts for gender equity? And more important, why do gifted women in math still avoid choosing career in those fields? Many studies have tried to answer these questions since the 1980s, and the explanations include two different views: ability differences and social influences such as socialisation and gender roles (reference太长不抄了）. Now many researchers assert that ability differences alone cannot explain women's career choice of not choosing math and related fields, although these difference cannot be ignored completely. This means social influences and related psychological factors such as self confidence and interest more effectively explain the phenomena.
Psychological factors,
Many studies have reported that gifted females, as opposed to gifted males, tent to show less positive attitudes toward math as well as show lower confidence and interest. In fact, Schober, Reimanne, and Wagner (2004) found that 10th grade gifted girls in Germany presented a lower math self-concept than their male counterparts, and their math self-concept was a strong indicator of subject selection for the major exam (gifted girls tended not to choose natural science subjects). In a more recent study with a gifted sample conducted by Hargreaves et al (2008), gifted girls between the ages 9 and 13 years were less confident in their math abilities than gifted boys although they performed better than the boys in a math test.The gifted boys, in addition, displayed more positive attitudes toward math than the girls, and the differences were more significant for the 13 years old than the 9 years old. Preckel et al (2008) also investigated gender differences in math-related self concept, interest, and motivation, specifically through the comparisons between gifted and average-ability groups in Gade 6. In their study, females in both groups showed low self-concept, interest, and motivation in math than their male counterparts, and these differences were more pronounced in the gifted group than in the general group.
。。。
However，some studies assert that girls including gifted girls are not disadvantageous anymore compared with their male counterparts by not only improving their achievements but also by changing their attitudes toward math positively (reference太长）。 These inconsistent results, according to Freeman (2004), many have a cultural basis. Therefore, in the case of Korea, it is important to investigate how gifted girls perceive their math abilities and how these perceptions influence their career decision-making process.
Gender stereotypes of mathematics and parental influences这俩因素， 还有韩国的ACADEMY明天再摘抄，先睡觉。 |
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香香酥酥咖喱角---外加妈妈做的牛肉松（在3楼） (2009-5-17) 习习 
楼主:cocowhite
发表于 2024-4-7 10:52
