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dc.contributor Lilly, Frank en
dc.contributor.advisor Carinci, Sherrie en
dc.contributor.author Patane, Christina A. en
dc.date.accessioned 2013-07-10T18:26:12Z en
dc.date.available 2013-07-10T18:26:12Z en
dc.date.issued 2013-07-10 en
dc.date.submitted 2013-04-15 en
dc.identifier.uri http://hdl.handle.net/10211.9/2117 en
dc.description Thesis (M.A., Education (Behavioral Sciences Gender Equity Studies)) -- California State University, Sacramento, 2013. en
dc.description.abstract The focus of this research is to determine if there is a difference between male and female 12th grade students’ interest levels in mathematics and math related careers. An additional focus of this research is to explore factors that may contribute to differences in the participating students’ interest levels. The underrepresentation of women in math-related careers is concerning to both women and the future of these career fields. Considerable research has been done on the factors that may affect female participation in math-related career fields, yet the gender gap in math-related careers persists. Gender stereotypes, teachers’ perceptions of gender, the media, and other influences continue to relay gendered messages to children regarding mathematics. It is important to determine the factors that are keeping women out of math-related career fields and to train future teachers to address these factors. Intervention should be done before a student’s junior year of high school because this is when students choose which colleges to apply to as well as their future field of study. en
dc.description.sponsorship Education (Behavioral Sciences Gender Equity Studies) en
dc.language.iso en_US en
dc.subject STEM careers en
dc.subject Gender en
dc.subject Female students en
dc.title Factoring girls into the equation: a study of 12th grade students' interest in mathematics and math-related careers en
dc.type Thesis en

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