Against the Odds: Self-Efficacy Beliefs of Women in Mathematical, Scientific, and Technological Careers

By A. L. Zeldin, Frank Pajares. 2000

914 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Gender Studies, Safety Research

View Paper: https://www.semanticscholar.org/paper/28d39a3566ec153278bae3c07e5d383ff7e71aa2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

In Gender Studies

In Safety Research

Citations in the corpus

Providing a Voice: Qualitative Investigation of the Impact of a First‐Year Engineering Experience on Students' Efficacy Beliefs (2008, methodology): “Others have used in-depth participant interviews (Zeldin, 2000; Zeldin and Pajares, 2000) and found that while men succeeding in mathematicsrelated fields were most likely to base their efficacy beliefs on past successes (i.e., mastery experiences), women based their beliefs on witnessing the…”
Inviting Confidence in School: Invitations as a Critical Source of the Academic Self-Efficacy Beliefs of Entering Middle School Students. (2006, background): “These findings have been foreshadowed by those of Zeldin and Pajares (2000) in their qualitative study of the self- efficacy of women who pursued careers in science, mathematics, and technology.”
Comparisons of Self–Efficacy, Mood, Effort, and Hope between Students with Learning Disabilities and Their Non–LD–Matched Peers (2006, background): “The inﬂuence of efﬁcacy beliefs within academic contexts is pervasive as a signiﬁcant predictor of academic performance (Zimmerman, Bandura, & Martinez-pons, 1992) and as a mediating variable inﬂuenc-ing students’ levels of effort, persistence, and perseverance (Zeldin & Pajares, 2000).”
Awareness of a gender stereotype, personal beliefs and self-perceptions regarding math ability: when boys do not surpass girls (2007, background): “Performance is influenced by one’s perceived competence, by positive expectancies, by one’ estimates of one’s own ego strength, and efficacy, and by self-esteem (e.g., Bandura 1986; Benassi et al. 2001; Zeldin and Pajares 2000 ).”
Factors Influencing High School Students’ Career Aspirations (2008, background): “Several studies have found that career selfefficacy beliefs are critical in the choices made by and the persistence of females entering into mathematical, scientific, and technological careers (Church, Teresa, Rosebrook, & Szendre, 1992; Smith-Weber, 1999; Zeldin & Pajares, 2000).”
A Model of Factors Contributing to STEM Learning and Career Orientation (2015, background): “Science self-efficacy has been shown to influence student selection of science-related activities, the cognitive effort they expend on those activities, and their ultimate success (Britner & Pajares, 2001; Zeldin & Pajares, 2000).”
Teacher Collaborative Learning and Teacher Self-Efficacy: The Case of Lesson Study (2012, methodology): “To ensure internal validity, we followed the procedure used in Zeldin and Pajares (2000) by having the senior teachers who were unfamiliar with the sociocognitive theory and two senior colleagues of the first author provide counter-checks and commentary on the patterns of data and the findings that…”
Sources of academic and self-regulatory efficacy beliefs of entering middle school students (2006, background): “Zeldin and Pajares (2000) discovered this phenomenon in a qualitative analysis of the personal stories of 15 women E.L. Usher, F. Pajares / Contemporary Educational Psychology 31 (2006) 125–141 129 who excelled at careers in mathematics, science, and technology.”
Young Children's Aspirations in Science: The unequivocal, the uncertain and the unthinkable (2013, neutral): “Recognition by others, such as teachers and parents, of one's competence can also bolster self-concept in science (Aschbacher et al, 2010 ; Hazari, Sonnert, Sadler, & Shanahan, 2010 ; Stake, 2006 ; Zeldin & Pajares, 2000 ).”
Profiles of the Sources of Science Self-Efficacy. (2013, background): “We hypothesized that girls would be more likely to be represented in profiles that are high in social persuasions, given past empirical evidence suggesting that girls tend to be more attuned to social messages, especially in science and math (Zeldin & Pajares, 2000; Zeldin et al., 2008).”
Stereotype threat as a barrier to women entering engineering careers (2017, background): “The authors attribute this to negative social cues from peers and professors that act as a form of social persuasion and therefore impact self-efficacy (Zeldin & Pajares, 2000).”