Access the full text.
Sign up today, get DeepDyve free for 14 days.
J. Eccles (1987)
Gender Roles and Women's Achievement-Related DecisionsPsychology of Women Quarterly, 11
L. Ross, R. Nisbett (1991)
The Person and the Situation: Perspectives of Social Psychology
H. M. Lips (1996)
Linking students' current and possible selves to teaching and learning in academic domains
Brian Nosek, M. Banaji, A. Greenwald (2002)
Math = male, me = female, therefore math ≠ me.Journal of Personality and Social Psychology, 83
G. Hackett (1985)
Role of Mathematics Self-Efficacy in the Choice of Math- Related Majors of College Women and Men: A Path AnalysisJournal of Counseling Psychology, 32
(2002)
Issues of retention of B . C . young women through the science and engineering pipeline
A. Eagly (1987)
Sex differences in social behavior : a social-role interpretation
N. J. Ornstein, T. E. Mann, M. J. Malbin, R. E. Bibby (1993)
Vital statistics of Congress, 1993
H. Markus, P. Nurius (2001)
Possible Selves
I. Schoon (2001)
Teenage job aspirations and career attainment in adulthood: A 17-year follow-up study of teenagers who aspired to become scientists, health professionals, or engineersInternational Journal of Behavioral Development, 25
L. Fitzgerald, Lenore Harmon (2005)
Women’s Career Development: A Postmodern Update
A. Bandura (1977)
Self-efficacy: toward a unifying theory of behavioral change.Psychological review, 84 2
(2002)
Comparing female and male experiences in the Rowan undergraduate engineering program
M. Mahoney, W. Lyddon (1988)
Recent Developments in Cognitive Approaches to Counseling and PsychotherapyThe Counseling Psychologist, 16
H. Lips (1995)
Through the Lens of Mathematical/Scientific Self‐Schemas: Images of Students' Current and Possible Selves1Journal of Applied Social Psychology, 25
(1996)
Linking students’ current and possible selves to teaching and learning in academic domains. Paper presented at the XXVI International Congress of Psychology, Montreal, Canada
L. F. Fitzgerald, L. W. Harmon (2001)
Contemporary models in vocational psychology
J. Steele, J. James, R. Barnett (2002)
Learning in a Man's World: Examining the Perceptions of Undergraduate Women in Male-Dominated Academic AreasPsychology of Women Quarterly, 26
B. A. Nosek, M. R. Banaji, A. G. Greenwald (2002)
Math = male, me = female, therefore math [not equal to] meJournal of Personality and Social Psychology, 83
D. Marx, J. Roman (2002)
Female Role Models: Protecting Women’s Math Test PerformancePersonality and Social Psychology Bulletin, 28
H. Lips (1992)
Bifurcation of a Common Path: Gender Splitting on the Road to Engineering and Physical Science Careers.Initiatives, 55
Hannu Räty, Johanna Vänskä, K. Kasanen, Riitta Kärkkäinen (2002)
Parents' Explanations of Their Child's Performance in Mathematics and Reading: A Replication and Extension of Yee and EcclesSex Roles, 46
P. Lockwood, Ziva Kunda (1997)
Superstars and me : Predicting the impact of role models on the selfJournal of Personality and Social Psychology, 73
A. Bandura (1997)
Self-Efficacy: The Exercise of ControlJournal of Cognitive Psychotherapy, 13
(2002)
U . S . women in academic physics
M. Tress (1985)
SPSS-X advanced statistics guide
A. Zeldin, Frank Pajares (2000)
Against the Odds: Self-Efficacy Beliefs of Women in Mathematical, Scientific, and Technological CareersAmerican Educational Research Journal, 37
(1997)
What is possible for me ? Gender and academic self - concept among university students
(2002)
Girls and science: An untimely missed rendezvous
H. Räty, J. Vänskä, K. Kasanen, R. Kärkkäinen (2002)
Parents' explanations of their child's performance in mathematics and reading: A replicationSex Roles, 46
S. Cross, Niki Vick (2001)
The Interdependent Self-Construal and Social Support: The Case of Persistence in EngineeringPersonality and Social Psychology Bulletin, 27
J. D. Brown (1998)
The self
S. Cross (2001)
Training the Scientists and Engineers of Tomorrow: A Person‐Situation Approach1Journal of Applied Social Psychology, 31
(1998)
Gendered possibilities: Young women’s and men’s visions of their future power and competence
Two studies were designed to investigate the current and possible academic self-views of university and high school students. In the first study, upper level university students were shown to diverge by gender in their current- and possible-self-views. Women reported more ability for and identification with the arts, communication, and social sciences; men reported more ability for and identification with mathematics, science, technology, and business. Gender differences were greater with respect to possible future selves than to current selves. The second study included lower and upper level university students as well as high school students. Again, a gender divergence appeared among the university students; however, it was not as marked among high school students. Analyses showed that both women and men differed significantly across educational levels in their self-ratings and that, within the masculine-stereotyped academic domains linked to powerful careers, university women endorsed fewer possibilities for themselves that high school women did. These findings suggest that, as they make the transition from high school to university, young women may be actively closing off possibilities for their futures.
Sex Roles – Springer Journals
Published: Oct 18, 2004
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.