Computers and Career Choices
Gender Differences in Grades 7 and 10 Students
Bibliographic Data
| ID | 12319232 |
|---|---|
| Authors | Judy Lupart (University of Calgary, corresponding author), Elizabeth Cannon (University of Calgary) |
| Year | 2002 |
| Volume | 6 |
| Issue | 2 |
| Pages | 233-248 |
| Publication date | 2002-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Gender Technology and Development (JOURNAL) |
| Journal identifiers | ISSN: 0971-8524 • E-ISSN: 0973-0656 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09718524.2002.11910040 |
| OpenAlex | W4255356423 |
| Language | EN |
| Citations received | 1 |
| References cited | 4 |
Knowledge of mathematics and the sciences is an essential prerequisite in the pursuit of high-status and well-paid jobs in a technologically advanced workforce. However, there is increasing evidence that this kind of expertise will not keep pace with the demands anticipated in the 21st century. Research that investigates the relation between school culture, socialization, ability, gender and values and the relative degree of influence on adolescent student choice in courses, programs, activities in general, and in science and technology specifically, would contribute significantly to our understanding of the problem. Eccles model on achievement-related choices in education and career decisionmaking was utilized in the present research. The focus of this article is a report on gender by grade comparisons on several questions pertaining to computer interest and usage, and student choices concerning desirable career characteristics, future plans and likely career choices. Results indicate several significant grade and gender differences. Of particular note are the future career interests of the girls compared to the boys whereby, in general, these career interests are falling along traditional paths.1
Mathematics education · Career Development and Diversity · Gender and Technology in Education · Psychology · Teaching and Learning Programming
| Citations per year | 0.05 |
|---|---|
| Citation span | 2005 - 2005 (1) |
| Highly cited | No |