Gender Segregation of Adolescent Science Career Plans in 50 Countries.

By Joanna Sikora, Artur Pokropek. 2012

183 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Management, Monitoring, Policy and Law, Safety Research

View Paper: https://www.semanticscholar.org/paper/f93fe933cd5b86f95e8f351f3d299e055e25e19b

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In Experimental and Cognitive Psychology

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Citations in the corpus

Science-related Aspirations Across the Primary–Secondary Divide: Evidence from two surveys in England (2014, background): “That is, the ‘kind’ of science under consideration seems to matter, with girls in particular often expressing an affinity for biology-related topics, whilst boys may prefer physical sciences (Adamuti-Trache & Andres, 2008; Baram-Tsabari & Yarden, 2009; Sikora & Pokropek, 2012).”
Helping and Hindering Undergraduate Women’s STEM Motivation: Experiences With STEM Encouragement, STEM-Related Gender Bias, and Sexual Harassment (2018, background): “However, more meaningful average gender differences in science and math competence beliefs have been observed during high school and college (Huang, 2013; Sikora & Pokropek, 2012; Syzmanowicz & Furnham, 2011).”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, unknown): “However, across 50 countries, controlling for gender gaps in science self-efficacy does not reduce gender disparities in plans to pursue computer science, engineering, and mathematics or biology, agriculture, and health (Sikora & Pokropek, 2012).”
Who likes math where? Gender differences in eighth-graders’ attitudes around the world (2014, methodology): “We assess variability in affinity toward mathematics and aspirations for mathematically related jobs using data on eighth-grade students surveyed in 53 countries and territories between 2003 and 2011.”
Who Aspires to a Science Career? A comparison of survey responses from primary and secondary school students (2015, unknown): “…the interrelationships between aspirations and structural factors such as gender (e.g. Eccles, 1994; Francis, 2002; Gutman, Schoon, & Sabates, 2012; Sikora & Pokropek, 2012; Turner & Lapan, 2005), ethnicity (e.g. Fouad & Byars-Winston, 2005; Riegle-Crumb, Moore, & Ramos-Wada, 2011; Strand &…”
Boys’ and girls’ educational choices in secondary education. The role of gender ideology (2016, background): “This finding is consistent with previous research suggesting that the domain of health and biology can be categorised as more social and people-oriented, which are often considered more feminine (Sikora and Pokropek 2012).”