Refine your search
Collections
Co-Authors
Year
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Franco, Sophia M.
- Academic Preferences and Achievement: Exploring the Role of Gender Stereotypes and Beliefs
Abstract Views :267 |
Authors
Affiliations
1 Department of Psychology and Neuroscience College of Psychology, Nova Southeastern University, College Avenue, Fort Lauderdale, FL, US
1 Department of Psychology and Neuroscience College of Psychology, Nova Southeastern University, College Avenue, Fort Lauderdale, FL, US
Source
International Journal of Education and Management Studies, Vol 12, No 1 (2022), Pagination: 63-66Abstract
Academic preferences and ensuing scholastic achievement trace their origins to early childhood, particularly school experiences. Extant gender beliefs and stereotypes can potentially influence children's school experiences and eventual academic preferences and decisions. The current literature review explores student academic perceptions and attitudes, academic performance and preference, and developmental changes over the school years, with a particular emphasis on the role of gender based academic stereotypes and gendered representations in academic domains.Keywords
academic achievement, gender stereotypes
References
- Badri, M., Alnuaimi, A., Mohaidat, J., Al Rashedi, A., Yang, G., & Al Mazroui, K. (2016). My science class and expected career choices a structural equation model of determinants involving Abu Dhabi high school students. International Journal of STEM Education, 3(1), 12.
- Duckworth, A. L., Shulman, E. P., Mastronarde, A. J., Patrick, S. D., Zhang, J., & Druckman, J. (2015). Will not want: Self-control rather than motivation explains the female advantage in report card grades. Learning and Individual Differences, 39, 1323.
- Eccles, J. S. (1987). Gender roles and achievement patterns: An expectancy value perspective. In J. M. Reinisch, L. A. Rosenblum, and S. A. Sanders (Eds.), Masculinity/ femininity: Basic perspectives (pp. 240-280). New York: Oxford University Press.
- Eccles, J. S., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64, 830-847.
- Entwisle, D. R., & Baker, D. P. (1983). Gender and young children's expectations for performance in arithmetic. Developmental Psychology, 19(2), 200-209.
- Eriksson, K., Björnstjerna, M., & Vartanova, I. (2020). The relation between gender egalitarian values and gender differences in academic achievement. Frontiers in Psychology, 11, 14.
- Foote, C. (2002). Gender differences in attribution feedback in the elementary classroom. Research in the Schools, 9(1), 1-8.
- Gentry, M., Gable, R. K., & Rizza, M. G. (2002). Students' perceptions of classroom activities: Are there grade-level and gender differences? Journal of Educational Psychology, 94(3), 539-544.
- Goldman, A. D., & Penner, A. M. (2016). Exploring international gender differences in mathematics self-concept. International Journal of Adolescence and Youth, 21(4), 403-418.
- Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M.C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47, 978-1003.
- Hutchison, J. E., Lyons, I. M., & Ansari, D. (2019). More similar than different: Gender differences in children's basic numerical skills are the exception not the rule. Child Development, 90(1), e66-e79.
- Jacob, B.A. (2002). Where the boys aren't: Non-cognitive skills, returns to school and the gender gap in higher education. Economics of Education Review, 21(6), 589-598.
- Kristoffersen, J.H.G., Obel, C., & Smith, N. (2015). Gender differences in behavioral problems and school outcomes. Journal of Economic Behavior and Organization, 115, 75-93.
- LeGrand, J. (2013). Exploring gender differences across elementary, middle, and high school students' science and math attitudes and interest (Doctoral dissertation).
- Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3556932) Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79-122.
- Lobaugh, D. (1947). Girls and grades; a significant factor in evaluation. School Science and Mathematics, 47, 763-774.
- Marsh, H. W., Byrne, B. M. & Shavelson, R. J. (1988). A multifaceted academic selfconcept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366-380.
- Marsh, H. W., Craven, R. G., & Debus, R. (1991). Self-concepts of young children aged 5 to 8: Their measurement and multidimensional structure. Journal of Educational Psychology, 83, 377-392.
- Marsh, H.W., Craven, R. G., & Debus, R. (1998). Structure, stability, and development of young children's self-concepts: A multicohort multi-occasion study. Child Development, 69, 1030-1053.
- Martin, C. L., & Halverson Jr., C. F. (1987). The roles of cognition in sex roles and sex typing. In D. B. Carter (Ed.), Current conceptions of sex roles and sex-typing: Theory and research. New York: Praeger.
- Martin, C. L., Ruble, D. N., & Szkrybalo, J. (2002). Cognitive theories of early gender development. Psychological Bulletin, 128, 903-933.
- Menon, M. (2017). The family-school connection: Parental influences in academic achievement and the underlying gender differences. World Scientific News, 67(2), 173-188.
- Menon, M., & Perry, L.C. (2016). Peer reputations and gender differences in academic self-concept. Psychological Studies, 61(1), 21-31.
- Menon, M., Gelman, L.B., & Perry, L.C. (2017). Peer reputational influences and academic achievement: Exploring gender differences. Psychological Studies, 62(2), 125-135.
- Miller, D. I., & Halpern, D. F. (2014). The new science of cognitive sex differences. Trends in Cognitive Sciences, 18(1), 37-45.
- Nichols, S. L., & Good, T. L. (1998). Students' perceptions of fairness in school settings: A gender analysis. Teachers College Record, 100(2), 369-401.
- Robertson, K. F., Smeets, S., Lubinski, D., & Benbow, C. P. (2010). Beyond the threshold hypothesis: Even among the gifted and top math/science graduate students, cognitive abilities, vocational interests, and lifestyle preferences matter for career choice, performance, and persistence. Current Directions in Psychological Science, 19(6), 346-351.
- Sadler, P. M., Sonnert, G., Hazari, Z., & Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study. Science Education, 96, 411-427.
- Su, R., & Rounds, J. (2015). All stem fields are not created equal: People and things interests explain gender disparities across stem fields. Frontier in Psychology, 6, 189.
- Tomasetto, C., Mirisola, A., Galdi, S., & Cadinu, M. (2015). Parents' math-gender stereotypes, children's self-perception of ability, and children's appraisal of parents' evaluations in 6-year-olds. Contemporary Educational Psychology, 42, 186-198.
- Villalón, R., Mateos, M., & Cuevas, I. (2015). High school boys' and girls' writing conceptions and writing self-efficacy beliefs: What is their role in writing performance? Educational Psychology, 35(6), 653-674.
- Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A., Freedman-Doan, K., & Blumenfeld, P. C. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A three-year study. Journal of Educational Psychology, 89, 451-569.
- Willingham, W.W., Pollack, J.M., & Lewis, C. (2002). Grades and test scores: Accounting for observed differences. Journal of Educational Measurement, 39(1), 1-37.