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Stereotypical Science: Exploring High School Occupational Preferences for Science by Sex, Personality, and Cognitive Ability

Circumscription and Compromise theory suggests self-concept and sex stereotype explain occupational preferences, including preferences for science, technology, engineering and mathematics (STEM). Support exists for sex differences between males and females in both science degrees and science careers. The main thrust of observed sex differences in science lies in the development of occupational interest, as it has been suggested females are encouraged away from science due to stereotypes and social pressure. The present study evaluates high school juniors and seniors (n = 295) to explore their preference for science as indicated by science motivation, attitude, academic experience, and interest. Latent Profile Analysis was used to model profiles of preferences for science with a person-centered approach. Then, the impact of self-concept variables was explored and four profiles of science interest were identified. Sex differences were identified based on science interest, but were not always in favor of males. Covariate analysis indicates vocabulary ability and personality as significantly different for students in the high science interest profile. Implications of these results and future research directions are discussed.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc849758
Date05 1900
CreatorsFerguson, Sarah Lynn
ContributorsHull, Darrell M., Henson, Robin K., Lindo, Endia J., Kettler, Todd
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
FormatText
RightsPublic, Ferguson, Sarah Lynn, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

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