Participation in science and technology: young people's achievement-related choices in late-modern societies

被引:153
作者
Boe, Maria Vetleseter [1 ,2 ]
Henriksen, Ellen Karoline [3 ]
Lyons, Terry [4 ]
Schreiner, Camilla [5 ]
机构
[1] Univ Oslo, Dept Teacher Training, Oslo, Norway
[2] Univ Oslo, Sch Dev, Oslo, Norway
[3] Univ Oslo, Dept Phys, Oslo, Norway
[4] Univ New England, SiMERR Natl Ctr, Armidale, NSW, Australia
[5] Res Council Norway, Oslo, Norway
关键词
participation; STEM; educational choice; gender; expectancy-value model; modernity; HIGH-SCHOOL-STUDENTS; SELF-EFFICACY BELIEFS; GENDER-DIFFERENCES; ENROLLMENT INTENTIONS; VOCATIONAL INTERESTS; IDENTITY FORMATION; SEX-DIFFERENCES; MATH ANXIETY; WOMEN; PHYSICS;
D O I
10.1080/03057267.2011.549621
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Young people's participation in science, technology, engineering and mathematics (STEM) is a matter of international concern. Studies and careers that require physical sciences and advanced mathematics are most affected by the problem and women in particular are under-represented in many STEM fields. This article views international research about young people's relationships to, and participation in, STEM subjects and careers through the lens of an expectancy-value model of achievement-related choices. In addition it draws on sociological theories of late-modernity and identity, which situate decision-making in a cultural context. The article examines how these frameworks are useful in explaining the decisions of young people - and young women in particular - about participating in STEM and proposes possible strategies for removing barriers to participation.
引用
收藏
页码:37 / 72
页数:36
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