Effects of an Extracurricular Science Intervention on Science Performance, Self-Worth, Social Skills, and Sexist Attitudes of Taiwanese Adolescents from Single-Parent Families

Effects of an Extracurricular Science Intervention on Science Performance, Self-Worth, Social... A one group pretest-posttest design was used to investigate effects of an extracurricular science intervention on female and male junior high school students’ science performance, self-worth, social skills, and sexist attitudes. Twenty-eight 8th grade Taiwanese students (16 boys, 12 girls) from single parent families participated in this study. Student responses to a questionnaire measuring their self-worth, social skills, and sexist attitudes, and interviews and classroom observations used for triangulation and consolidation of qualitative findings revealed that girls improved significantly on several indices of science performance, and that both boys and girls decreased their sexist attitudes. Girls had significantly less sexist attitudes than boys at both pretest and posttest. Implications for practice and research are provided. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sex Roles Springer Journals

Effects of an Extracurricular Science Intervention on Science Performance, Self-Worth, Social Skills, and Sexist Attitudes of Taiwanese Adolescents from Single-Parent Families

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Publisher
Springer US
Copyright
Copyright © 2008 by Springer Science+Business Media, LLC
Subject
Psychology; Gender Studies; Sociology, general; Medicine/Public Health, general
ISSN
0360-0025
eISSN
1573-2762
D.O.I.
10.1007/s11199-008-9453-z
Publisher site
See Article on Publisher Site

Abstract

A one group pretest-posttest design was used to investigate effects of an extracurricular science intervention on female and male junior high school students’ science performance, self-worth, social skills, and sexist attitudes. Twenty-eight 8th grade Taiwanese students (16 boys, 12 girls) from single parent families participated in this study. Student responses to a questionnaire measuring their self-worth, social skills, and sexist attitudes, and interviews and classroom observations used for triangulation and consolidation of qualitative findings revealed that girls improved significantly on several indices of science performance, and that both boys and girls decreased their sexist attitudes. Girls had significantly less sexist attitudes than boys at both pretest and posttest. Implications for practice and research are provided.

Journal

Sex RolesSpringer Journals

Published: May 24, 2008

References

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