scholarly journals The Benefit of Additional High-School Math and Science Classes for Young Men and Women

1995 ◽  
Vol 13 (2) ◽  
pp. 137 ◽  
Author(s):  
Phillip B. Levine ◽  
David J. Zimmerman
Keyword(s):  
High School ◽  
Young Men ◽  
Men And Women ◽  
High School Math ◽  
Math And Science ◽  
Science Classes

scholarly journals Change of perceptions of the image of the future among youth

2020 ◽  
pp. 45-59
Author(s):  
Natalia Petrovna Shilova ◽  
Pavel Petrovich Brudanov
Keyword(s):  
High School ◽  
Vocational Education ◽  
Educational Institution ◽  
Young Men ◽  
Self Control ◽  
Self Determination ◽  
Psychological State ◽  
Men And Women ◽  
Emotional Relationships ◽  
The Future

This article describes the results of research carried out among youth for determining the perceptions of the image of the future. The image of the future is a dynamic psychological state that sets a vector of life and self-organization of individuals, and serves as the basis for projecting the development of personality and resources, essential for realization of its life path. Leaning on the analysis of existing perceptions of the image of the future suitable for youth, it was established that it relates to the perception of life as a dependent on the subject of activity, which correlates with independence, self-control, acceptance of social roles and emotional self-esteem. The author assumes that there are three key strategies in description of the image of the future for young men and women: planning, description of emotional relationships, and self-determination. The research involved total of 1,538 respondents (610 male and 928 female, aged 14-28. The classical methodology developed by I. S. Kon “Me in 5 Years” served as the main method for this study. Images of the future for young men and women contain both, different and similar strategies. Young women receiving vocational education see their future through planning, and the ones studying in high school and universities – through self-determination. Young men who study in high school and universities see their future through emotional relationships, and students of vocational education – through self-determination. This implies that namely the level of educational institution (school, university, vocational education) allows forming certain gender differences in the image of the future.

Not All Borders Are Global: Exploring Teacher-Librarian Collaboration in Math and Science

2016 ◽  
Author(s):  
Don Latham ◽  
Melissa Gross ◽  
Heidi Julien ◽  
Shelbie Witte
Keyword(s):  
High School ◽  
Focus Groups ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
High School Math ◽  
Math And Science ◽  
Public Librarians ◽  
Groupes De Discussion ◽  
Math And Science Teachers

This poster reports the results of four focus groups held with high school math and science teachers and school and public librarians to explore how teachers and librarians can collaborate most effectively to help students develop 21st Century Skills in order to prepare them for STEM-related jobs.Cette affiche présente les résultats de quatre groupes de discussion entre des enseignants en mathématiques et en sciences au lycée et des bibliothécaires de lycée ou de bibliothèque publique, cherchant à explorer la façon dont les enseignants et les bibliothécaires peuvent collaborer plus efficacement pour aider les élèves à développer des compétences du 21e siècle afin de les préparer à des emplois en sciences, technologie, ingénierie et mathématiques (STIM).

Gender, Family Resources, and Success in Science

1996 ◽  
Vol 17 (1) ◽  
pp. 83-113 ◽  
Author(s):  
SANDRA L. HANSON
Keyword(s):  
High School ◽  
Young Women ◽  
Indirect Effect ◽  
Science Achievement ◽  
Young Men ◽  
Total Effect ◽  
Family Resources ◽  
Men And Women ◽  
Large Numbers ◽  
Trajectory Models

This research examines the effect of gender and family resources on success in multiple areas of science. Science experiences are measured using longitudinal science trajectories. Findings show that young women are less likely than young men to persist in science, whether it is science achievement, access, or attitudes. Large numbers of women permanently exit the science pipeline after their sophomore year of high school. However, results from the science trajectory models show that among men and women who are equally qualified, women are not necessarily less likely to persist in science. Results also show that young men have more family resources than young women and some of the total effect of gender on science experiences involves an indirect effect through family resources. In addition, gender interacts with family resources with the effects of many resources being stronger for women than for men.

scholarly journals Psychological problems and features of modern schoolchildren’s communication

2021 ◽  
Vol 13 (1) ◽  
pp. 10-20
Author(s):  
Evgenya S. Romanova ◽  
Ludmila I. Bershedova ◽  
Tatiana Yu. Morozova ◽  
Larisa Yu. Ovcharenko ◽  
Svetlana N. Tolstikova
Keyword(s):  
High School ◽  
High School Students ◽  
Social Interaction ◽  
Young Men ◽  
Test Methods ◽  
Psychological Problems ◽  
School Students ◽  
Men And Women ◽  
Affective Content ◽  
Parent Child Relationships

The study is aimed to identify urgent problems in the field of communication between young men and women and other significant participants in unregulated interaction. Using standardised test methods, questionnaires were adapted for this study and were collected the primary material that reflects the essential characteristics of unregulated communication between high school students in Russia. The sample of the study was 378 people. The main results were the data indicating a serious gap between high school students’ need to communicate and the actual satisfaction of this need in the interaction with other significant participants. The main meaning of young people’s need for trustful reference unregulated communication is not so much the communicative component as the emotional–affective content, which consists of acceptance, support, emotional exchange and understanding on the part of other people. Currently, there is a gap between the need for unregulated confidential communication of young men and women with significant adults and the real system of such communication. The results were put into the development of recommendations that allow psychologists to build an optimal interaction with family systems and the pedagogical community to optimise communication between high school students. As a prospect for further research, the tasks of developing parent–child relationships are identified.   Keywords: High school students, social interaction, psychological problems, unregulated communication.

scholarly journals Teacher Characteristics, Student Beliefs, and the Gender Gap in STEM Fields

2018 ◽  
Vol 41 (2) ◽  
pp. 127-144 ◽  
Author(s):  
Dario Sansone
Keyword(s):  
High School ◽  
High School Students ◽  
Gender Gap ◽  
Fixed Effects ◽  
Classroom Behaviors ◽  
School Students ◽  
Teacher Gender ◽  
Gender Beliefs ◽  
Math And Science ◽  
Science Classes

This article uses data from the U.S. High School Longitudinal Study of 2009 to investigate the relationship between high school students’ beliefs about female abilities in math and science and their teacher gender, beliefs, and classroom behaviors. Estimates are obtained by comparing the same ninth graders between math and science classes, thus controlling for student fixed effects. Students were less likely to believe that men were better than women in math or science when assigned to female teachers or to teachers who valued and listened to ideas from their students. The empirical analysis also provides evidence suggesting that these gender beliefs were related to the decisions by female students to take advanced math and science classes in high school.

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