Barriers and Supports for Continuing in Mathematics and Science: Gender and Educational Level Differences ☆

By N. Fouad, G. Hackett, Philip L. Smith, Neeta Kantamneni, M. Fitzpatrick, Susan Haag, Dee Ann Spencer. 2010

186 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/6351098918856c40b643cadf621f84016a104500

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Citations in the corpus

Stereotype threat as a barrier to women entering engineering careers (2017, background): “…et al., 2014; Inda, Rodriguez, & Pena, 2013; Lent et al, 2005; Lent, Miller, Smith, Watford, Lim, & Hui, 2016; Lent et al., 2014; Byars-Winston, Estrada, Howard, Davis, & Zalapa, 2010; Lee et al. , 2015) and identified barriers among women in engineering (Fouad et al., 2010; Miller et al., 2015).”
Adolescents' motivation to select an academic science-related career: the role of school factors, individual interest, and science self-concept (2013, background): “Most of the studies focusing on the specific career choice “scientist” suggest that young people’s interest in school science is the key variable to getting more students interested in science careers (e.g., Fouad et al., 2010; Maltese & Tai, 2011; Sjaastad, 2012).”
Teaching and Learning in the Time of COVID: The Student Perspective (2021, background): “Fouad et al. (2010) found that math and science teachers who were quick to help students who needed assistance had students with greater interest in pursuing careers in those fields.”
SES, Gender, and STEM Career Interests, Goals, and Actions: A Test of SCCT (2019, unknown): “…information, racism, sexism, and financial barriers) can impinge negatively on young people’s STEM career development (Alliman-Brissett & Turner, 2010; Cadaret, Hartung, Subich, & Weigold, 2017; Fouad et al., 2010; Fouad & Santana, 2017; McWhirter, 1997; McWhirter, Hackett, & Bandalos, 1998).”
Feeling the Threat (2014, unknown): “…shown that contextual barriers are more salient among individuals who have historically struggled against marginalization in the achievement environment, including women (Fouad et al., 2010; Luzzo & McWhirter, 2001) and persons of color (e.g., Kenny, Blustein, Chaves, Grossman, & Gallagher, 2003).”
Stemming the tide: Predicting women engineers' intentions to leave ☆ (2013, background): “…as a significant career choice despite SCCT's well-established validity in predicting overall student attrition from academic fields (Harvey & McMurray, 1994), and specifically, female students' barriers to consideration of STEM and other non-traditional academic fields (Fouad et al., 2010).”
STEM Attrition: College Students' Paths into and out of STEM Fields. Statistical Analysis Report. NCES 2014-001. (2013, background): “Such factors include inadequate academic advising, career counseling, and institution support; feelings of isolation in STEM fields because too few peers pursue STEM degrees and too few role models and mentors are available (mainly pertinent to females and underrepresented minorities); distaste for ”
SCCT and Underrepresented Populations in STEM Fields (2017, background): “Fouad et al. (2010) examined five types of environmental supports and barriers: parents, school, financial/environmental, social, and individual.”
Factors Influencing STEM Career Aspirations of Underrepresented High School Students (2018, unknown): “To date, longitudinal studies have shown that self-efficacy (Nauta & Epperson, 2003; Zarrett & Malanchuk, 2005), math/ science self-efficacy (Luzzo, Hasper, Albert, Bibby, & Martinelli, 1999), confidence in math (Moakler & Kim, 2014), career interests (Cunningham, Hoyer, & Sparks, 2015; Fouad et al.”