Gender differences in academic decisions of high school students who choose scientific-technological subjets: a qualitative study
Abstract The current paper analyses parents’, teachers’ and students‘ opinions about the academic decisions. A qualitative methodology based on focus groups has been used. There have been developed five focus groups with students who are studying Scientific/Technological Senior Secondary Education in Asturias (Spain), six focus groups with teachers and two with parents. Results show that there still exist gender bias in the elections. Moreover, the most important reason to explain students’ options is what we have called «the ideology of innate liking» that is, preferring the studies because they like them or because they feel a vocation towards them. The paper ends with some recommendations to develop a vocational counselling free form gender stereotypes.
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Anderson, N. (2005) Redressing the gender imbalance in ICT professions: toward- state-level strategic approaches. Australian Educational Computing, 20 (2), 3-10.
Anderson, N.; Lankshear, C.; Timms, C. y Courtney, L. (2008) «Because it's boring, irrelevant and I don't like computers»: why high school girls avoid professionally-oriented ICT subjects. Computers & Education, 50, 1304-1318. Doi: 10.1016/j.compedu.2006.12.003.
Betz, N. E. (1992) Counseling uses of career self-efficacy theory. Career Development Quarterly, 41 (1), 22-26. Doi: 10.1002/j.2161-0045.1992.tb00352.x.
Bovée, C.; Voogt, J. y Meelissen, M. (2007) Computer attitudes of primary and secondary in South Africa. Computers in Human Behavior, 23, 1762-1776. Doi: 10.1016/j.chb.2005.10.004.
Brandell, G.; Leder, G. y Nyström, P. (2007) Gender and mathematics: recent development from a Swedish perspective. ZDM Mathematics Education, 39, 235-250. Doi: 10.1007/s11858-007-0025-4.
Brandell, G. y Staberg, E.-M. (2008) Mathematics: a female, male or gender-neutral domain? A study of attitudes among students at secondary level. Gender and Education, 20 (5), 495-509. Doi: 10.1080/09540250701805771.
Clark, J. (2005) Women and science careers: leaky pipeline or gender filter? Gender and Education, 17 (4), 369-386. Doi: 10.1080/09540250500145072.
Clegg, S. y Trayhurn, D. (1999) Gender and computing: not the same old problem. British Educational Research Journal, 26 (1), 75-89. Doi: 10.1080/014119200109525.
Cortés, A. y Conchado, A. (2012) Los contextos parentales y académicos y los valores laborales en la toma de decisiones en bachillerato. Estudios sobre Educación, 22, 93-114.
Erwin, L. y Mauturro, P. (1998) Beyond access: considering gender deficits in science education. Gender and Education, 10 (1), 51-69. Doi: 10.1080/09540259821096.
Fox, L. H. y Soller, J. F. (2001) Psychological dimensions of gender differences in mathematics, en Jacobs, J.; Becker, J. y Gilmer, G. (eds.) Changing the faces of mathematics. Virginia, National Council of Teachers of Mathematics, 9-24.
Frome, P.; Alfeld, C.; Eccles, J. y Barber, B. (2006) Why don't they want a male-dominated job? An investigation of young women who changed their occupational aspirations. Educational Research and Evaluation, 12 (4), 359-372. Doi: 10.1080/13803610600765786.
García, G. y Sánchez, I. (2007) Rompiendo esquemas. Programa de orientación académica y profesional. Oviedo, Instituto Asturiano de la Mujer.
Johnson, R. D.; Stone, D. L. y Philipps, T. N. (2008) Relations among ethnicity, gender, beliefs, attitudes, and intention to pursue a career in information technology. Journal of Applied Social Psychology, 38 (4), 999-1022. Doi: 10.1111/j.1559-1816.2008.00336.x.
Kort, E. (2001) Role models and real-life experiences. Influencing girl's career choices in mathematics and science, en Jacobs, J.; Becker, J. y Gilmer, G. (eds.) Changing the faces of mathematics. Virginia, National Council of Teachers of Mathematics, 117-123.
Li, Q. (1999) Teachers' beliefs and gender differences in mathematics: a review. Educational Research, 41 (1), 63-76. Doi: 10.1080/0013188990410106.
Linver, M. R. y Davis-Kean, P. E. (2005) The slippery slope: what predicts math grades in middle and high school? New Directions for Child and Adolescent Development, 110, 49-64. Doi: 10.1002/cd.149.
López, M. (1995) La elección de una carrera típicamente femenina o masculina. Desde una perspectiva psicosocial: la influencia del género. Madrid, Ministerio de Educación y Ciencia.
Meelissen, M. y Drent, M. (2008) Gender differences in computer attitudes: does the school matter? Computers in Human Behavior, 24, 969-985. Doi: 10.1016/j.chb.2007.03.001.
Ministerio de Educación, Cultura y Deporte (2016) Estadísticas de la educación en Espa-a. Recuperado de http://www.mecd.gob.es/servicios-al-ciudadano-mecd/estadisticas/educacion.html.
Papastergiou, M. (2008) Are computer science and information technology still masculine fields? High school student's perceptions and career choices. Computers & Education, 51, 594-608. Doi: 10.1016/j.compedu.2007.06.009.
Perham, B. y Pierce, R. (2001) Calculate the possibilities. A program in mathematics and science for young women, en Jacobs, J.; Becker, J. y Gilmer, G. (eds.) Changing the faces of mathematics. Virginia, National Council of Teachers of Mathematics, 151-154.
Reid, N. y Skryabina, E. (2003) Gender and physics. International Journal of Science Education, 25 (4), 509-536. Doi: 10.1080/0950069022000017270.
Reinen, I. J. y Plomp, T. (1997) Information technology and gender equality: a contradiction in terminis. Computers & Education, 28 (2), 65-78. http://dx.doi.org/10.1016/S0360-1315(97)00005-5
Rodd, M. y Bartholomew, H. (2006) Invisible and special: Young women's experiences as undergraduate mathematics students. Gender and Education, 18 (1), 35-50. Doi: 10.1080/09540250500195093.
Rodríguez, C. y Angulo, F. (2006) Problemas y limitaciones del acceso de las jóvenes a las tecnologías de la información y la comunicación, en Rodríguez, C. (comp.) Género y currículo. Aportaciones del género al estudio y práctica del currículo. Madrid, Akal, 131-152.
Sáinz, M. y López-Sáez, M. (2010) Gender differences in computer attitudes and the choice of technology-related occupations in a sample of secondary students in Spain. Computers & Education, 54 (2), 578-587. Doi:10.1016/j.compedu.2009.09.007.
Sáinz, M.; Meneses, J. y López, B. (2014) Gender stereotypes and attitudes towards information and communication technology professionals in a sample of Spanish secondary students. Sex Roles, 1-15. Doi: 10.1007/s11199-014-0424-2.
Sáinz, M.; Pálmen, R. y García-Cuesta, S. (2012) Parental and secondary school teachers' perceptions of ict professionals, gender differences and their role in the choice of studies. Sex Roles, 66, 235-249. Doi: 10.1007/s11199-011-0055-9.
Santana, L. y Feliciano, L. (2009) Dificultades en el proceso de toma de decisiones académico-profesionales: el reto de repensar la orientación en Bachillerato. Revista de Educación, 350, 323-350.
Santana, L.; Feliciano, L. y Jiménez, A. (2012) Toma de decisiones y género. Revista de Educación, 359, 357-387.
Scott, A. B. y Mallinckrodt, B. (2005) Parental emotional support, science self-efficacy, and choice of science major in undergraduate women. The Career Development Quarterly, 53, 263-273. Doi: 10.1002/j.2161-0045.2005.tb00995.x.
Singh, K.; Allen, K. R.; Scheckler, R. y Darlington, L. (2007) Women in computer-related majors: A critical synthesis of research and theory from 1994 to 2005. Review of Educational Research, 77 (4), 500-533. Doi: 10.3102/0034654307309919.
Stewart, M. (1998) Gender issues in physics education. Educational Research, 40 (3), 283-293. Doi: 10.1080/0013188980400302.
Turner, S. L. y Lapan, R. T. (2005) Evaluation of an intervention to increase non-traditional career interest and career-related self-efficacy among middle-school adolescents. Journal of Vocational Behavior, 66, 516-531.Doi:10.1016/j.jvb.2004.02.005.
Vázquez, A. y Manassero, M. A. (2007) En defensa de las actitudes y emociones en la educación científica (ii): evidencias empíricas derivadas de la investigación. Revista Eureka sobre Ense-anza y Divulgación de las Ciencias, 4 (3), 417-441.
Vázquez, A. y Manassero, M. A. (2008a) La elección de asignaturas de ciencia: análisis de los factores determinantes. Revista Espa-ola de Pedagogía, 241, 541-558.
Vázquez, A. y Manassero, M. A. (2008b) La vocación científica y tecnológica de las chicas en secundaria y la educación diferenciada. Bordón, 60 (3), 149-163.
Vázquez, A. y Manassero, M. A. (2009) Patrones actitudinales de la vocación científica y tecnológica en chicas y chicos de secundaria. Revista Iberoamericana de Educación, 50 (4), 1-15.
Vouillot, F.; Blanchard, S.; Marro, C. y Steinbrukner, M.-L. (2004) La division sexuée de l'orientation et du travail: une question théorique et une question de pratiques. Psychologie du Travail et des Organisations, 10, 277-291. Doi. 10.1016/j.pto.2004.07.004.
Whiston, S. C. y Bouwkamp, J. C. (2003) Ethical implications of career assessment with women. Journal of Career Assessment, 11 (1), 59-75. Doi: 10.1177/106907202237460.
Zarret, N. R. y Malanchuk, O. (2005) Who's computing? Gender and race differences in young adult's decisions to pursue an information technology career. New Directions for Child and Adolescent Development, 110, 65-84. Doi: 10.1002/cd.150.
Zeldin, A. L.; Britner, S. L. y Pajares, F. (2008) A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science and technology careers. Journal of Research in Science Teaching, 45 (9), 1036-1058. Doi: 10.1002/tea.20195.
Zeldin, A. L. y Pajares, F. (2000) Against the odds: self-efficacy beliefs of women in mathematical, scientific and technological careers. American Educational Research Journal, 37 (1), 215-246. Doi: 10.3102/00028312037001215.
Anderson, N.; Lankshear, C.; Timms, C. y Courtney, L. (2008) «Because it's boring, irrelevant and I don't like computers»: why high school girls avoid professionally-oriented ICT subjects. Computers & Education, 50, 1304-1318. Doi: 10.1016/j.compedu.2006.12.003.
Betz, N. E. (1992) Counseling uses of career self-efficacy theory. Career Development Quarterly, 41 (1), 22-26. Doi: 10.1002/j.2161-0045.1992.tb00352.x.
Bovée, C.; Voogt, J. y Meelissen, M. (2007) Computer attitudes of primary and secondary in South Africa. Computers in Human Behavior, 23, 1762-1776. Doi: 10.1016/j.chb.2005.10.004.
Brandell, G.; Leder, G. y Nyström, P. (2007) Gender and mathematics: recent development from a Swedish perspective. ZDM Mathematics Education, 39, 235-250. Doi: 10.1007/s11858-007-0025-4.
Brandell, G. y Staberg, E.-M. (2008) Mathematics: a female, male or gender-neutral domain? A study of attitudes among students at secondary level. Gender and Education, 20 (5), 495-509. Doi: 10.1080/09540250701805771.
Clark, J. (2005) Women and science careers: leaky pipeline or gender filter? Gender and Education, 17 (4), 369-386. Doi: 10.1080/09540250500145072.
Clegg, S. y Trayhurn, D. (1999) Gender and computing: not the same old problem. British Educational Research Journal, 26 (1), 75-89. Doi: 10.1080/014119200109525.
Cortés, A. y Conchado, A. (2012) Los contextos parentales y académicos y los valores laborales en la toma de decisiones en bachillerato. Estudios sobre Educación, 22, 93-114.
Erwin, L. y Mauturro, P. (1998) Beyond access: considering gender deficits in science education. Gender and Education, 10 (1), 51-69. Doi: 10.1080/09540259821096.
Fox, L. H. y Soller, J. F. (2001) Psychological dimensions of gender differences in mathematics, en Jacobs, J.; Becker, J. y Gilmer, G. (eds.) Changing the faces of mathematics. Virginia, National Council of Teachers of Mathematics, 9-24.
Frome, P.; Alfeld, C.; Eccles, J. y Barber, B. (2006) Why don't they want a male-dominated job? An investigation of young women who changed their occupational aspirations. Educational Research and Evaluation, 12 (4), 359-372. Doi: 10.1080/13803610600765786.
García, G. y Sánchez, I. (2007) Rompiendo esquemas. Programa de orientación académica y profesional. Oviedo, Instituto Asturiano de la Mujer.
Johnson, R. D.; Stone, D. L. y Philipps, T. N. (2008) Relations among ethnicity, gender, beliefs, attitudes, and intention to pursue a career in information technology. Journal of Applied Social Psychology, 38 (4), 999-1022. Doi: 10.1111/j.1559-1816.2008.00336.x.
Kort, E. (2001) Role models and real-life experiences. Influencing girl's career choices in mathematics and science, en Jacobs, J.; Becker, J. y Gilmer, G. (eds.) Changing the faces of mathematics. Virginia, National Council of Teachers of Mathematics, 117-123.
Li, Q. (1999) Teachers' beliefs and gender differences in mathematics: a review. Educational Research, 41 (1), 63-76. Doi: 10.1080/0013188990410106.
Linver, M. R. y Davis-Kean, P. E. (2005) The slippery slope: what predicts math grades in middle and high school? New Directions for Child and Adolescent Development, 110, 49-64. Doi: 10.1002/cd.149.
López, M. (1995) La elección de una carrera típicamente femenina o masculina. Desde una perspectiva psicosocial: la influencia del género. Madrid, Ministerio de Educación y Ciencia.
Meelissen, M. y Drent, M. (2008) Gender differences in computer attitudes: does the school matter? Computers in Human Behavior, 24, 969-985. Doi: 10.1016/j.chb.2007.03.001.
Ministerio de Educación, Cultura y Deporte (2016) Estadísticas de la educación en Espa-a. Recuperado de http://www.mecd.gob.es/servicios-al-ciudadano-mecd/estadisticas/educacion.html.
Papastergiou, M. (2008) Are computer science and information technology still masculine fields? High school student's perceptions and career choices. Computers & Education, 51, 594-608. Doi: 10.1016/j.compedu.2007.06.009.
Perham, B. y Pierce, R. (2001) Calculate the possibilities. A program in mathematics and science for young women, en Jacobs, J.; Becker, J. y Gilmer, G. (eds.) Changing the faces of mathematics. Virginia, National Council of Teachers of Mathematics, 151-154.
Reid, N. y Skryabina, E. (2003) Gender and physics. International Journal of Science Education, 25 (4), 509-536. Doi: 10.1080/0950069022000017270.
Reinen, I. J. y Plomp, T. (1997) Information technology and gender equality: a contradiction in terminis. Computers & Education, 28 (2), 65-78. http://dx.doi.org/10.1016/S0360-1315(97)00005-5
Rodd, M. y Bartholomew, H. (2006) Invisible and special: Young women's experiences as undergraduate mathematics students. Gender and Education, 18 (1), 35-50. Doi: 10.1080/09540250500195093.
Rodríguez, C. y Angulo, F. (2006) Problemas y limitaciones del acceso de las jóvenes a las tecnologías de la información y la comunicación, en Rodríguez, C. (comp.) Género y currículo. Aportaciones del género al estudio y práctica del currículo. Madrid, Akal, 131-152.
Sáinz, M. y López-Sáez, M. (2010) Gender differences in computer attitudes and the choice of technology-related occupations in a sample of secondary students in Spain. Computers & Education, 54 (2), 578-587. Doi:10.1016/j.compedu.2009.09.007.
Sáinz, M.; Meneses, J. y López, B. (2014) Gender stereotypes and attitudes towards information and communication technology professionals in a sample of Spanish secondary students. Sex Roles, 1-15. Doi: 10.1007/s11199-014-0424-2.
Sáinz, M.; Pálmen, R. y García-Cuesta, S. (2012) Parental and secondary school teachers' perceptions of ict professionals, gender differences and their role in the choice of studies. Sex Roles, 66, 235-249. Doi: 10.1007/s11199-011-0055-9.
Santana, L. y Feliciano, L. (2009) Dificultades en el proceso de toma de decisiones académico-profesionales: el reto de repensar la orientación en Bachillerato. Revista de Educación, 350, 323-350.
Santana, L.; Feliciano, L. y Jiménez, A. (2012) Toma de decisiones y género. Revista de Educación, 359, 357-387.
Scott, A. B. y Mallinckrodt, B. (2005) Parental emotional support, science self-efficacy, and choice of science major in undergraduate women. The Career Development Quarterly, 53, 263-273. Doi: 10.1002/j.2161-0045.2005.tb00995.x.
Singh, K.; Allen, K. R.; Scheckler, R. y Darlington, L. (2007) Women in computer-related majors: A critical synthesis of research and theory from 1994 to 2005. Review of Educational Research, 77 (4), 500-533. Doi: 10.3102/0034654307309919.
Stewart, M. (1998) Gender issues in physics education. Educational Research, 40 (3), 283-293. Doi: 10.1080/0013188980400302.
Turner, S. L. y Lapan, R. T. (2005) Evaluation of an intervention to increase non-traditional career interest and career-related self-efficacy among middle-school adolescents. Journal of Vocational Behavior, 66, 516-531.Doi:10.1016/j.jvb.2004.02.005.
Vázquez, A. y Manassero, M. A. (2007) En defensa de las actitudes y emociones en la educación científica (ii): evidencias empíricas derivadas de la investigación. Revista Eureka sobre Ense-anza y Divulgación de las Ciencias, 4 (3), 417-441.
Vázquez, A. y Manassero, M. A. (2008a) La elección de asignaturas de ciencia: análisis de los factores determinantes. Revista Espa-ola de Pedagogía, 241, 541-558.
Vázquez, A. y Manassero, M. A. (2008b) La vocación científica y tecnológica de las chicas en secundaria y la educación diferenciada. Bordón, 60 (3), 149-163.
Vázquez, A. y Manassero, M. A. (2009) Patrones actitudinales de la vocación científica y tecnológica en chicas y chicos de secundaria. Revista Iberoamericana de Educación, 50 (4), 1-15.
Vouillot, F.; Blanchard, S.; Marro, C. y Steinbrukner, M.-L. (2004) La division sexuée de l'orientation et du travail: une question théorique et une question de pratiques. Psychologie du Travail et des Organisations, 10, 277-291. Doi. 10.1016/j.pto.2004.07.004.
Whiston, S. C. y Bouwkamp, J. C. (2003) Ethical implications of career assessment with women. Journal of Career Assessment, 11 (1), 59-75. Doi: 10.1177/106907202237460.
Zarret, N. R. y Malanchuk, O. (2005) Who's computing? Gender and race differences in young adult's decisions to pursue an information technology career. New Directions for Child and Adolescent Development, 110, 65-84. Doi: 10.1002/cd.150.
Zeldin, A. L.; Britner, S. L. y Pajares, F. (2008) A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science and technology careers. Journal of Research in Science Teaching, 45 (9), 1036-1058. Doi: 10.1002/tea.20195.
Zeldin, A. L. y Pajares, F. (2000) Against the odds: self-efficacy beliefs of women in mathematical, scientific and technological careers. American Educational Research Journal, 37 (1), 215-246. Doi: 10.3102/00028312037001215.
Rodríguez Méndez, M. del C., Peña Calvo, J. V., & García Pérez, O. (2016). Gender differences in academic decisions of high school students who choose scientific-technological subjets: a qualitative study. Teoría De La Educación. Revista Interuniversitaria, 28(1), 189–207. https://doi.org/10.14201/teoredu2016281189207
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