Gender differences in students' experiences, interests, and attitudes toward science and scientists

By M. G. Jones, A. Howe, Melissa J. Rua. 2000

799 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/c45a04aa5cdc0d38762ce69c3c339178347b907b

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. A. Baram‐Tsabari
2. Anat Yarden
3. Jennifer Dewitt
4. L. Archer
5. P. Prokop
6. H. Patrick
7. P. Mantzicopoulos
8. Ala Samarapungavan

In Education

1. Jennifer Dewitt
2. L. Archer
3. A. Baram‐Tsabari
4. Anat Yarden
5. Jonathan Osborne
6. H. Patrick
7. Ala Samarapungavan
8. P. Mantzicopoulos

In Safety Research

1. Jennifer Dewitt
2. L. Archer
3. Jonathan Osborne
4. A. Baram‐Tsabari
5. Anat Yarden
6. Joan M. Barth
7. Yang Yang
8. Amanda Diekman

Citations in the corpus

• Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, background): “Research does suggest that by the time they are in middle school, boys and girls have had different science experiences, with boys having more exposure to microscopes, physics experiments, and batteries and girls having more exposure to planting, gardening, and caring for animals (Jones et al., 2000”
• Education in the Field Influences Children’s Ideas and Interest toward Science (2006, background): “Furthermore, Jones et al. (2000) discovered out more positive attitudes toward the use of microscope and chemicals in the boys’ group.”
• Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference (2009, background): “Boys like physical sciences more than girls do, whereas girls like biological sciences more (Adamson, Foster, Roark, & Reed, 1998; Baram-Tsabari, Sethi, Bry, & Yarden, 2006; Dawson, 2000; Jones et al., 2000; Kahle et al., 1993; Watson et al., 1994).”
• Gender differences in STEM undergraduates' vocational interests: People–thing orientation and goal affordances (2015, background): “STEM careers are generally not perceived as being helpful to others or as having a positive social impact, and this is seen as an obstacle in attracting women to these careers (also see Jones et al., 2000).”
• Elementary School Students’ Attitude toward Science and Related Variables (2016, positive): “Our findings are similar to those obtained in the studies by Catsambis (1995), Jones, Howe, and Rua (2000), Piburn and Baker (1993) and Greenfield (1996).”