Effects of Learning about Gender Discrimination on Adolescent Girls' Attitudes Toward and Interest in Science

By Erica S. Weisgram, R. Bigler. 2007

162 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/ab4455b14196afda27c24482b1f99a60e97c9f99

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Rachael D. Robnett
2. C. Leaper
3. A. Belanger
4. Erica S. Weisgram
5. E. Rosenzweig
6. Amanda Diekman
7. Allan Wigfield
8. J. Guthrie

In Experimental and Cognitive Psychology

1. Christine R. Starr
2. Rachael D. Robnett
3. C. Leaper
4. E. Rosenzweig
5. Allan Wigfield
6. Amanda Diekman
7. Erica S. Weisgram
8. A. Belanger

In Safety Research

1. Christine R. Starr
2. Rachael D. Robnett
3. E. Rosenzweig
4. C. Leaper
5. Allan Wigfield
6. Amanda Diekman
7. D. G. Perry
8. Rachel E. Pauletti

Citations in the corpus

• STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go (2016, background): “Ladd, Herald-Brown, and Kochel’s (2009) review of the work on peer relationships and motivation shows that having one or more close dyadic relationships with a classroom peer strongly predicts students’ adaptive motivation, engagement, and classroom achievement; so does having a close and trusting r”
• New Routes to Recruiting and Retaining Women in STEM: Policy Implications of a Communal Goal Congruity Perspective (2015, background): “Interestingly, knowing about gender discrimination that has occurred historically and is still present does not appear to decrease young women’s interest in STEM but rather can motivate them to pursue STEM fields (Weisgram & Bigler, 2007).”
• Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions (2016, unknown): “Translate Research Into Evidence-Based Interventions Several interventions have been found to successfully alter girls’ and women’s perceptions of STEM (e.g., Diekman et al. 2011; Stake and Nickens 2005; Weisgram and Bigler 2006, 2007).”
• Gender Bias in STEM Fields (2016, background): “Unfortunately, these interventions too often have limited success (see Weisgram & Bigler, 2007).”
• Gender and Adolescent Development. (2011, background): “Learning about discrimination helps girls recognize it and can also boost girls’ self-efficacy for science study (Weisgram & Bigler, 2007).”
• Helping and Hindering Undergraduate Women’s STEM Motivation: Experiences With STEM Encouragement, STEM-Related Gender Bias, and Sexual Harassment (2018, background): “Educating girls and women about gender discrimination in STEM may help to increase awareness and to allow women to attribute difficulties to others rather than blaming themselves (e.g., Pietri et al., 2017; Weisgram & Bigler, 2007).”