High School Students’ Attitudes Toward STEM Courses: Gender Differences

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: “This Needs to Change”: Student Perspectives on Schooling and Education Reform (Table 10)

Abstract

A total of 731 senior secondary school Chinese students responded to a survey that measured their attitudes toward STEM. A four-profile solution was adopted after latent profile analysis based on a series of indices and the smallest profile size. Multivariate analyses of variance revealed differences in the ordinary learners and positive learners. Ordinary females scored higher on self-concept, growth mindset, task persistence, and language competencies but their perceived social support was lower. Positive females reported higher levels of attitudes on all aspects than males. Ambivalent learners are unique to females while very positive STEM learners are unique to males. Ambivalent females had low social support, self-concept, and growth mindset, but high task persistence, need for cognition, and language competencies.

Authors

• Julia Wang, Weddington High School

• Jiajing LI, Beijing Normal University

• Qiao Liu, University of North Carolina - Charlotte

• Yijie Li, University of Macau

• Chuang Wang, University of North Carolina - Charlotte