Competitive School Cultures: An Understudied Efficacy-Related Factor of Girls' Science Course Trajectories

• In Event: Sheraton Roundtable Session 37
  In Roundtable Session: Examining the Challenges of Race and Academic Rigor

Abstract

Fewer female than male students participate in advanced physical science courses, despite previous achievement (College Board, 2016; NJ Department of Education, 2016). Why are high achieving girls in science not pursuing advanced physical science courses? While STEM self-efficacy is associated with STEM degree pursuits (e.g., Maltese & Tai, 2011), its relation to high school science course trajectories is an understudied area. This paper presents results from a survey research component of a longitudinal case study seeking to describe the dynamics of high school girls’ early STEM self-efficacy levels, early course interests, and actual course pursuits. Findings draw attention to an unintended efficacy-related outcome of competitive school cultures that may be perpetuating girls’ underrepresentation in advanced physical science courses.

Author

• Jill Patterson, William Paterson University