Is Science Persistence A Matter of Values

Bibliographic Data

ID12005586
AuthorsJoanna S Worthley (California State University, San Bernardino, corresponding author)
Year1992
Volume16
Issue1
Pages57-68
Publication date1992-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychology of Women Quarterly (JOURNAL)
Journal identifiersISSN: 0361-6843 • E-ISSN: 1471-6402
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1111/j.1471-6402.1992.tb00239.x
OpenAlexW2111494738
LanguageEN
Citations received3
References cited15

This study investigates the hypothesis that congruence in value perspectives distinguishes science-able students who persist in science from those who do not (nonpersisters). A science values measure was administered to 173 undergraduates with high levels of commitment and ability in the sciences. On each of six hypothetical dilemmas from everyday science, respondents rated the importance of three justice and three care considerations for self and for science, using a Likert-type 7-point scale. A significant three way interaction involving sex, persistence, and point of view (self/science) emerged, with persisters generally demonstrating congruence between self and science on the value perspectives; female persisters, however, were more likely to combine justice and care perspectives than were males. Nonpersisters' self/science ratings of justice and care were sharply dissimilar, with females demonstrating the most incongruence. In all groups, justice was the prominent perspective attributed to science

Congruence (geometry · Developmental psychology · Economic Justice · Likert scale · Mathematics education · Persistence (discontinuity · Perspective (graphical · Psychological science · Science education · Value (mathematics · Animal and Plant Science Education · Climate Change Communication and Perception · Psychology · Science Education and Perceptions · Social Psychology

Tools

Open DOISci-Hub