Gender- and science-related attitudes as predictors of college students' academic choices

Abstract Attitudes toward women's combining scientific careers with family roles, perception of scientific careers as demanding, acceptance of the stereotype that scientists are asocial, and rated importance of a list of work-related values were measured in 253 female and 235 male first-year university students and used as predictors of intent to take mathematics and science courses, intended major, career goal, and number of mathematics and science courses attempted over 3 years. Males disagreed more than females that women can combine scientific careers and family. Females agreed less than males that scientists are asocial. The two groups rated work-related values differently: females placed more importance than males on people-related values, enjoyment of their work, and self-efficacy. For both females and males, agreement with the asocial scientist stereotype related inversely to all of the criterion variables. Perception of scientific careers as demanding related positively to attempting science and mathematics courses and to selecting mathematics or science career goals, especially for males. Only modest support was obtained for a relation between women's beliefs or concerns about combining career and family responsibilities and their academic and vocational choices with respect to mathematics and science.

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