Adolescent Girls’ and Boys’ Science Peer Relationships and Perceptions of the Possible Self as Scientist

By J. E. Stake, S. D. Nickens. 2005

140 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/c68acb672815ff2933abc955b904d283916fd014

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In Experimental and Cognitive Psychology

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Citations in the corpus

Young Children's Aspirations in Science: The unequivocal, the uncertain and the unthinkable (2013, unknown): “Aschbacher et al, 2010 ; George, 2006 ; Jacobs et al, 1998 ; Panizzon & Levins, 1997 ; Springate et al, 2008 ; Stake & Nickens, 2005 ).”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “…of science achievement is related to positive attitudes toward science among adolescents (Stake, 2006), and youth with peers who are supportive of science are more likely to imagine themselves as future scientists relative to those who do not have sciencesupportive peers (Stake & Nickens, 2005).”
Adolescents' motivation to select an academic science-related career: the role of school factors, individual interest, and science self-concept (2013, background): “This kind of framework should also integrate other important socialisers such as parents (cf. George & Kaplan, 1998; Kracke, 2002) or peers (cf. Stake & Nikens, 2005).”
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions (2016, unknown): “While these relationships are rather consistent for boys and girls, a slightly stronger association between peer relationships and girls’math and science behaviors and beliefs tends to be found (Crosnoe et al. 2008; Stake and Nickens 2005).”
Social Influences on Interest (2016, background): “Friends also influence career interests; adolescents were more likely to imagine their future selves as scientists if they had friends who were interested in science (Stake & Nickens, 2005).”
Vocational Anticipatory Socialization (VAS): A Communicative Model of Adolescents’ Interests in STEM (2011, background): “Peers aid in the development of both positive and negative expectations of a future career (Stake & Mares, 2005; Stake & Nickens, 2005).”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, unknown): “Having peers who are supportive of students’ pursuit of science predicts interest (Leaper, Farkas, & Brown, 2012; Robnett & Leaper, 2013; Stake, 2006) and retention (Crosnoe, Riegle-Crumb, Field, Frank, & Muller, 2008; Espinosa, 2011; Stake & Nickens, 2005).”
Gender and the Choice of a Science Career: The Impact of Social Support and Possible Selves (2012, background): “This scale correlates with positive ratings of a science possible self (Stake and Nickens 2005).”