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Societal Contexts of Child DevelopmentPathways of Influence and Implications for Practice and Policy$
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Elizabeth T. Gershoff, Rashmita S. Mistry, and Danielle A. Crosby

Print publication date: 2013

Print ISBN-13: 9780199943913

Published to Oxford Scholarship Online: September 2013

DOI: 10.1093/acprof:oso/9780199943913.001.0001

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Gender and Achievement Choices

Gender and Achievement Choices

Chapter:
(p.19) 2 Gender and Achievement Choices
Source:
Societal Contexts of Child Development
Author(s):

Jacquelynne S. Eccles

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199943913.003.0002

Women continue to be underrepresented in physical science and engineering degree programs, and on university and college faculties across the natural sciences, engineering, and mathematics. Why is this the case? In the 1980s, motivated by this question and drawing on the early work of Aletha Huston, the author and her colleagues developed two interrelated models of how individual and gender differences in achievement choices emerge. In this chapter, the author provides a brief summary of these models, reviews relevant research findings and discusses their implications for policy.

Keywords:   Gender roles, gender stereotypes, STEM, career choices, achievement

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