The Gender Gap in Possible Selves: Divergence of Academic Self-Views Among High School and University Students

By H. Lips. 2004

99 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/409a0048b9ee63762da0e050d893227cda7920f7

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

1. Sarah Buday
2. Zoë D. Peterson
3. P. Murphy
4. J. E. Stake
5. N. Garnefski
6. E. Whitelegg
7. Jutta Joormann
8. V. Kraaij

In Safety Research

1. Sarah Buday
2. Zoë D. Peterson
3. P. Murphy
4. J. E. Stake
5. E. Whitelegg
6. Christine R. Starr
7. Rachael D. Robnett
8. C. Leaper

In Sociology and Political Science

1. P. Murphy
2. J. E. Stake
3. E. Whitelegg
4. Zoë D. Peterson

Citations in the corpus

• Adolescent goal content and pursuit: A review of the literature from the past 16 years. (2008, background): “A disproportionate number of girls are found to endorse possible academic selves in arts and humanities compared to boys who endorse more academic possible selves in business and mathematics (Lips, 2004).”
• Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades (2014, unknown): “Many other studies have found that women ’ s computer self-ef fi cacy is lower than men ’ s (Cassidy & Eachus, 2002; Colbeck, Cabrera, & Terenzini, 2001; He & Freeman, 2010; Keup & Stolzenberg, 2004; Lee, 2003; Lips, 2004; Ogan, Robinson, Ahuja, & Herring, 2006; Salminen-Karlsson, 2009; Sax et al., 2”
• Girls in the physics classroom: a review of the research on the participation of girls in physics (2006, background): “Krogh and Thomsen’s study, like that of Lips (2004) discussed earlier, found some correlation between gender, the highly significant physics self-concept and the less significant “future education plans”, and the authors argued that attitudes to physics may be established “indirectly through these v”
• Gender and the Choice of a Science Career: The Impact of Social Support and Possible Selves (2012, background): “When it comes to their academic abilities, girls in high school rate their current self (i.e., their current academic self-image), and their possible self (i.e., their future academic potential) as equal, in both traditionally female dominated areas such as the humanities and arts, and in traditiona”