Achievement in Math and Science: Do Mothers' Beliefs Matter 12 Years Later?.

By M. Bleeker, J. Jacobs. 2004

423 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a7ccf97689dff1ae1da7c638ab7cff54566c0cd1

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Citations in the corpus

Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance During Early Adolescence (2005, background): “For instance, tests of expectancy-value theory have typically considered separate mechanisms of influence for parents ( Bleeker & Jacobs, 2004; Eccles-Parsons, Adler, & Kaczala, 1982; Jacobs & Eccles, 1992) and teachers (Eccles-Parsons, Kaczala, & Meese, 1982; Wigfield & Harold, 1992).”
Do Parents’ Academic Gender Stereotypes Influence Whether They Intrude on their Children’s Homework? (2005, methodology): “The items on these scales were modified versions of items used previously by Jacobs and her colleagues ( Bleeker & Jacobs, 2004; Jacobs, 1991).”
Gender Biases in Early Number Exposure to Preschool-Aged Children (2011, background): “In addition, Bleeker and Jacobs (2004) found that mothers of sons assumed that their children would be more successful in math-related careers than did mothers of daughters.”
The role of parents’ beliefs in students’ motivation, achievement, and choices in the STEM domain: a review and directions for future research (2020, background): “Secondly, parents may convey their beliefs and values by providing the child with different opportunities and experiences, and by engaging in different practices and behaviors (Jacobs and Bleeker 2004).”
Parenting Styles: The Impact on Student Achievement (2008, background): “In another study concerning parental beliefs about adolescents’ abilities, Bleeker and Jacobs (2004) found that mothers’ beliefs about their adolescents’ abilities in math and science are shaped by gender stereotypes and are related to the development of their adolescent children’s self-perceptions ”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “Further research suggests that parents provide fewer math and science opportunities for their daughters (Bleeker & Jacobs, 2004; Jacobs et al., 2005).”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, unknown): “…believe that they are less likely to succeed in math-related careers are significantly less likely to choose physical science or computing careers as young adults whereas mothers’ perceptions of their son’s abilities have no relationship to their choice of these careers (Bleeker & Jacobs, 2004).”
Revisiting the entrepreneur gender–performance relationship: a firm perspective (2014, background): “Some evidence also suggests that peers, parents, and teachers hold stereotypic views of which gender is better suited for academic fields of study resulting in less support for science and engineering among females (Correll 2001; Bleeker and Jacobs 2004).”
Gender and motivation (2006, background): “Combining the above areas of research, Bleeker and Jacobs (2004) examined ways parents promote positive attitudes and behaviors toward mathematics and science in their children.”
Gender Stereotypes about Mathematics and Science and Self-Perceptions of Ability in Late Childhood and Early Adolescence (2008, background): “Prior research had shown that parents’ stereotypes are related both to their children’s concurrent perceptions of competence in mathematics and to these children’s later career choices (Bleeker & Jacobs, 2004; Jacobs, 1991; Jacobs & Eccles, 1992, Tiedemann, 2000).”
Gender Differences in the Effects of a Utility-Value Intervention to Help Parents Motivate Adolescents in Mathematics and Science. (2015, background): “…adolescents’ expectancies for success in mathematics and science and educational outcomes, and these associations are even stronger than the associations between parents’ values and adolescents’ outcomes (Bleeker & Jacobs, 2004; Frome & Eccles, 1998; Jacobs & Eccles, 1992; Yee & Eccles, 1988).”
Young Children's Aspirations in Science: The unequivocal, the uncertain and the unthinkable (2013, unknown): “Atherton et al, 2009 ; Baker & Leary, 1995 ; Bleeker & Jacobs, 2004 ; Diemer, 2007 ; Jacobs, Finken, Griffen, & Wright, 1998 ; Turner et al, 2004 ), by self-perceptions or self-concept (e.”