Who wants to have a career in science or math? Exploring adolescents' future aspirations by gender and race/ethnicity.

By Catherine Riegle-Crumb, Chelsea Moore, A. Ramos-Wada. 2011

396 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, General Agricultural and Biological Sciences, Safety Research

View Paper: https://www.semanticscholar.org/paper/45907ed74d6ddfcd77fd6061867a9193a44cdf24

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. Jennifer Dewitt
2. L. Archer
3. Stephen Kotok
4. Joanna Sikora
5. Jonathan Osborne
6. Artur Pokropek
7. L. Perera

In General Agricultural and Biological Sciences

1. Jennifer Dewitt
2. L. Archer
3. Jonathan Osborne
4. Vasilia Christidou

In Safety Research

1. Jennifer Dewitt
2. L. Archer
3. Jonathan Osborne
4. Stephen Kotok
5. L. Perera

Citations in the corpus

• Science-related Aspirations Across the Primary–Secondary Divide: Evidence from two surveys in England (2014, result): “…for ethnicity, social class and cultural capital and even gender were very small—if they were strong enough to be included in the models at all, although other analyses suggest that these groups can differ in their aspirations (Francis, 2002; Riegle-Crumb et al., 2011; Strand & Winston, 2008).”
• Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math (2017, background): “Several studies also find that African American and Latino students enjoy math more than their White peers (Catsambis 1994; Else-Quest et al., 2013; Riegle-Crumb et al. 2011).”
• Students’ attitude towards natural sciences (2019, result): “This is in line with the statement [12] that success can be interpreted as how much good the students are in completing all their tasks without wasting time.”
• Why Are Some STEM Fields More Gender Balanced Than Others? (2017, neutral): “Enjoyment of science predicts aspirations toward a job in science among White female eighth graders even after controlling for science self-efficacy (Riegle-Crumb et al., 2011).”
• Who Aspires to a Science Career? A comparison of survey responses from primary and secondary school students (2015, background): “Moreover, despite these patterns, factors such as interest and experience of school science may be more influential on aspirations and participation than structural factors alone (Maltese & Tai, 2011; Riegle-Crumb et al., 2011).”
• Gender Segregation of Adolescent Science Career Plans in 50 Countries. (2012, result): “2003 TIMSS data, also found that positive science self-concept enhanced an interest in science careers among females, although it did not explain lower aspirations of females in some ethnic groups (Riegle-Crumb et al., 2011).”
• “But I’m Not Good at Math”: The Changing Salience of Mathematical Self-Concept in Shaping Women’s and Men’s STEM Aspirations (2015, background): “Thus, it might be said that mathematical self-concept plays a longstanding and significant role in the gender gap in STEM major and career aspirations, which begin to form as early as the eighth grade year (Riegle-Crumb et al. 2011).”