Latina and European American Girls’ Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During AdolescenceReportar como inadecuado




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Sex Roles

, Volume 63, Issue 11–12, pp 860–870

First Online: 11 August 2010

Abstract

The study investigated Latina and European American adolescent girls’ N = 345, M = 15.2 years, range = 13 to 18 experiences with academic sexism in mathematics and science M-S and their M-S perceived competence and M-S value liking and importance. M-S academic sexism was based on girls’ reported experiences hearing sexist comments about girls’ abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M-S than girls who experienced less sexism controlling for M-S grades. In addition, among older girls regardless of ethnicity, those who experienced several instances of academic sexism valued M-S less than girls who experienced less sexism.

KeywordsAcademic achievement Academic self-concept Discrimination Sexism Ethnic differences  Download fulltext PDF



Autor: Christia Spears Brown - Campbell Leaper

Fuente: https://link.springer.com/



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