Math + Science + Technology = Vocational Preparation for Girls: A Difficult Equation to Balance.
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ERIC Institute of Education Sciences
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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1992
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| _version_ | 1867181843011338240 |
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| author | Fear-Fenn, Marcia Kapostasy, Kathy Karako |
| author_facet | Fear-Fenn, Marcia Kapostasy, Kathy Karako Fear-Fenn, Marcia Kapostasy, Kathy Karako |
| collection | Education Resources Information Center |
| contents | Math + Science + Technology = Vocational Preparation for Girls: A Difficult Equation to Balance. Fear-Fenn, Marcia Kapostasy, Kathy Karako Course Selection (Students) Decision Making Elementary Secondary Education Enrollment Influences Females Mathematics Anxiety Mathematics Education Nontraditional Occupations Relevance (Education) School Phobia Science Education Science Interests Sex Fairness Sex Stereotypes Student Interests Student Motivation Student Participation Technology Vocational Education Womens Education Females are underrepresented in courses in mathematics, science, and computer and other high technology applications. Research in the last decade has identified a variety of factors that contribute to females' lack of participation in math, science, and technology. These factors include, but are not limited to, the following: stereotypic images and expectations, lack of self-confidence, peer pressure, learning environment, teacher behavior, lack of female role models, failure to see relevance, attributional style or personal responsibility, and lack of incentives. The following strategies can address these issues: (1) parents', teachers', and counselors' efforts to dispel stereotypes; (2) improvement of self-confidence; (3) use of peer pressure by making success in math and science prestigious; (4) enhancement of the learning environment; (5) equalization of teacher behavior; (6) provision of female role models; (7) improvement of relevance by presentation of lessons with real-life applications; (8) adjustment of attributional style and instilling of personal responsibility; and (9) creation of incentives. (A bibliography lists 19 references. An annotated listing of 12 additional resources refers the reader to print and video resources available for loan to Ohio vocational educators from the Sex Equity Resource Library at the Center on Education and Training for Employment.) (YLB) |
| format | Recurso educativo Open Access |
| id | eric_ED341863 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1992 |
| record_format | eric |
| spellingShingle | Math + Science + Technology = Vocational Preparation for Girls: A Difficult Equation to Balance. Fear-Fenn, Marcia Kapostasy, Kathy Karako Course Selection (Students) Decision Making Elementary Secondary Education Enrollment Influences Females Mathematics Anxiety Mathematics Education Nontraditional Occupations Relevance (Education) School Phobia Science Education Science Interests Sex Fairness Sex Stereotypes Student Interests Student Motivation Student Participation Technology Vocational Education Womens Education Math + Science + Technology = Vocational Preparation for Girls: A Difficult Equation to Balance. Fear-Fenn, Marcia Kapostasy, Kathy Karako Course Selection (Students) Decision Making Elementary Secondary Education Enrollment Influences Females Mathematics Anxiety Mathematics Education Nontraditional Occupations Relevance (Education) School Phobia Science Education Science Interests Sex Fairness Sex Stereotypes Student Interests Student Motivation Student Participation Technology Vocational Education Womens Education Females are underrepresented in courses in mathematics, science, and computer and other high technology applications. Research in the last decade has identified a variety of factors that contribute to females' lack of participation in math, science, and technology. These factors include, but are not limited to, the following: stereotypic images and expectations, lack of self-confidence, peer pressure, learning environment, teacher behavior, lack of female role models, failure to see relevance, attributional style or personal responsibility, and lack of incentives. The following strategies can address these issues: (1) parents', teachers', and counselors' efforts to dispel stereotypes; (2) improvement of self-confidence; (3) use of peer pressure by making success in math and science prestigious; (4) enhancement of the learning environment; (5) equalization of teacher behavior; (6) provision of female role models; (7) improvement of relevance by presentation of lessons with real-life applications; (8) adjustment of attributional style and instilling of personal responsibility; and (9) creation of incentives. (A bibliography lists 19 references. An annotated listing of 12 additional resources refers the reader to print and video resources available for loan to Ohio vocational educators from the Sex Equity Resource Library at the Center on Education and Training for Employment.) (YLB) |
| title | Math + Science + Technology = Vocational Preparation for Girls: A Difficult Equation to Balance. |
| topic | Course Selection (Students) Decision Making Elementary Secondary Education Enrollment Influences Females Mathematics Anxiety Mathematics Education Nontraditional Occupations Relevance (Education) School Phobia Science Education Science Interests Sex Fairness Sex Stereotypes Student Interests Student Motivation Student Participation Technology Vocational Education Womens Education |
| url | https://eric.ed.gov/?id=ED341863 |