Effects of Learning about Gender Discrimination on Adolescent Girls' Attitudes Toward and Interest in Science

Abstract

Gender discrimination has contributed to the gender imbalance in scientific fields. However, research on the effects of informing adolescent girls about gender discrimination in these fields is rare and controversial. To examine the consequences of learning about gender-based occupational discrimination, adolescent girls ( n = 158, ages 11 to 14) were randomly assigned to either (a) a standard intervention program aimed at increasing girls' interest in science or (b) a nearly identical program that included information about gender discrimination. Girls' interest in, and attitudes toward, science were assessed using a pre/post design. Only girls who learned about gender discrimination showed increases in science self-efficacy and belief in the value of science; interest in scientific fields was unaffected by the intervention programs. Theoretical and educational implications are discussed.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 158 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.