“I can, but I don’t want to” The impact of parents, interests, and activities on gender differences in math

By J. Jacobs, P. Davis‐Kean, M. Bleeker, Jacquelynne S. Eccles, O. Malanchuk. 2004

176 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/54e5ffda0aa867522d7b798781eadb4226f3e656

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

Women and minorities in science, technology, engineering and mathematics : upping the numbers (2007, background): “Contrary to what Summers seemed to suggest, a rich body of research by Jacquelynne Eccles, Janis Jacobs and their colleagues has pointed to the importance of social factors in this discrepancy (Eccles, 1987, 1994; Eccles and Jacobs, 1986; Jacobs and Eccles, 2000), and have particularly highlighted t”
Gender and Mathematics Achievement in China and the United States (2007, background): “Some researchers have attributed these beliefs and prejudices (against math) to gender-specific expectations of parents and teachers who encourage males more than females to achieve in mathematics, and have found correlations between these beliefs/prejudices and math achievement [23, 14].”
Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context (2010, background): “…expectations and student motivation as well as achievement, only very few studies explicitly address family values relating to academic tasks or activities (see also Jacobs et al., 2005), and yet fewer address the relationship between family values and student interest in specific school subjects.”
great expeCtatIons: the BIasIng eFFeCts oF reported ChIld BehaVIor proBlems on eduCatIonal expeCtanCIes and suBsequent aCademIC aChIeVement (2009, background): “…such that parents generally expect less of their daughters in mathematics and science than they do of their sons (eccles, Jacobs, & harold, 1990; Jacobs et al., 2005; Jacobs & eccles, 1992). socioeconomic status has been consistently linked to educational expectancies (e.g., astone &…”
Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement (2021, background): “Recent studies also suggested patterns in which individuals’ motivational beliefs differ on their relative level (Durik et al., 2015; Jacobs et al., 2005; Lauermann et al., 2017).”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “Jacobs et al. (2005) found that math interest did not predict involvement in math or science activity; rather, children with higher math ability self-concept were more likely to be interested in math.”