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The Impact of Gender on STEM Career Interest in Terms of the Social Cognitive Career Theory

Year 2019, Volume: 14 Issue: 20, 1284 - 1311, 31.12.2019
https://doi.org/10.26466/opus.603981

Abstract

The purpose of this study was to determine the
effect of gender on middle-school students’ STEM career interest in terms of
the social cognitive career theory. The sample of the study was consisted of
400 students (218 female and 182 male students) who are receiving education at
public middle-school in a district  in
the Aegean region in Turkey. Data of the study in which general survey model
has been used have been collected through the STEM career interest survey. As a
result of the study, it has been seen that the male students’ STEM career
self-efficacy and interest is more positive compared to the female students.
Self-efficacy level was found in the favor of the male students in the areas of
technology and engineering and in the favor of the female students in the area
of mathematics. It was seen that personal goals and expectations related to
results displayed differences in the favor of the female students in the areas
of science and mathematics and in the favor of the male students in the areas
of technology and engineering. It has been concluded that the self-efficacy,
personal goals and expectations related to results of the female students in
the areas of technology and engineering are lower compared to the male students
and thus, female students’ STEM career interest is more negative compared to
the male students. In the light of the findings obtained in the study, it is
suggested to provide sufficient occupational guidance starting from the
middle-school years for the positive development of the female students’ career
interests related to technology and engineering.

References

  • Akgündüz, D. (2016). A research about the placement of the top thousand students in STEM fields in Turkey between 2000 and 2014. Eurasia Journal of Mathematics, Science & Technology Education, 12(5), 1365-1377.
  • Bal Arıları Mühendis Oluyor (BAMO) (2018). RMK Marine. 17 Aralık 2018 tarihinde http://www.rmkmarine.com.tr/bal-arilari-muhendis-oluyor-projesi.html adresinden erişilmiştir.
  • Bandura , A. (1986). Social foundations of thought and action: A social cognitive theory . Englewood Cliffs, NJ : Prentice - Hall .
  • Betz, N. E., ve Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behavior, 23, 329 –345.
  • Betz, N. E. (2007). Career self-efficacy: Exemplary recent research and emerging directions. Journal of Career Assessment, 15(4), 403-422.
  • Brotman, J. S., ve Moore, F. M. (2008). Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching, 45(9), 971-1002. doi:10.1002/tea.20241.
  • Büyüköztürk, Ş. (2017). Veri analizi el kitabı (23. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • Ceci, S. J., ve Williams, W. M. (2010). Sex differences in math-intensive fields. Current Directions in Psychological Science, 19(5), 275-279.
  • Christensen, R., ve Knezek, G. (2017). Relationship of middle school student STEM interest to career intent. Journal of Education in Science, Environment and Health (JESEH), 3(1), 1-13.
  • Dubetz, T., ve Wilson, J.A. (2013). Girls in engineering, mathematics and science, GEMS: A science outreach program for middle-school female students. Journal of STEM Education, 14(3), 41-47.
  • Ferry, T. R., Fouad, N. A., ve Smith, P. L. (2000). The role of family context in a social cognitive model for career-related choice behavior: A math and science perspective. Journal of Vocational Behavior, 57, 348 –364.
  • Fouad, N. A., ve Smith, P. L. (1996). A test of a social cognitive model for middle school students: Math and science. Journal of Counseling Psychology, 43, 338–346.
  • Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. Journal of Counseling Psychology, 32, 47–56.
  • Karasar, N. (2009). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler (4. bs.). Ankara: Nobel Yayın.
  • Kier, M. W., Blanchard, M. R., Osborne, J. W., ve Albert, J. L. (2014). The development of the STEM career interest survey (STEM-CIS). Research in Science Education, 44(3), 461-481.
  • Knezek, G., Christensen, R., ve Tyler-Wood, T. (2011). Contrasting perceptions of STEM content and careers. Contemporary Issues in Technology and Teacher Education, 11(1), 92-117.
  • Knight, M. ve Cunningham, C. M. (2004). Draw an engineer test (DAET): Development of a tool to investigate students’ ideas about engineers and engineering. In Proceedings of the 2004 ASEE annual conference and exposition, Salt Lake City, Utah.
  • Korkut-Owen, F., Kelecioglu, H., ve Owen, D. W. (2014). A decade of change gender trends in university enrollment: Implications for career counseling. International Journal of Human Sciences, 11(1), 794-813.
  • Koyunlu Unlu, Z., Dokme, I., ve Unlu, V. (2016). Adaptation of the science, technology, engineering, and mathematics career interest survey (STEM-CIS) into Turkish. Eurasian Journal of Educational Research, 63, 21-36, http://dx.doi.org/ 10.14689/ejer.2016.63.2
  • Lent, R. W., Brown, S. D., ve Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79-122.
  • Lent, R. W., Brown, S. D., Brenner, B., Chopra, S. B., Davis, T., Talleyrand, R., ve Suthakaran, V. (2001). The role of contextual supports and barriers in the choice of math/science educational options: A test of social cognitive hypotheses. Journal of Counseling Psychology, 48, 474 – 483.
  • Lent, R. W., Brown, S. D., Schmidt, J., Brenner, B., Lyons, H., ve Treistman, D. (2003). Relations of contextual supports and barriers to choice behavior in engineering majors: Test of alternative social cognitive models. Journal of Counseling Psychology, 50, 458 – 465.
  • Lent, R.W., Brown, S.D., Sheu, H.B., Schmidt, J., Brenner, B.R., Gloster, C.S., Wilkins, G., Schmidt, L.C., Lyons, H. and Treistman, D. (2005). Social cognitive predictors of academic interests and goals in engineering: Utility for women and students at historically black universities. Journal of Counseling Psychology, 52(1), 84.
  • Lent, R. W., ve Brown, S. D. (2006). Integrating person and situation perspectives on work satisfaction: A social-cognitive view. Journal of Vocational Behavior, 69(2), 236–247.
  • Lent, R. W., Sheu, H., Gloster, C. S., ve Wilkins, G. (2010). Longitudinal test of the social cognitive model of choice in engineering students at historically Black universities. Journal of Vocational Behavior, 76, 387-394. DOI:10.1016/j.jvb.2009.09.002.
  • Lopez, F. G., Lent, R. W., Brown, S. D., ve Gore, P. A. (1997). Role of social-cognitive expectations in high school students’ mathematics related interest and performance. Journal of Counseling Psychology, 44, 44 –52.
  • Milli Eğitim Bakanlığı. (2006), İlköğretim fen ve teknoloji dersi (6, 7 ve 8. Sınıflar) öğretim programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Milli Eğitim Bakanlığı. (2016). STEM eğitimi raporu. 05 Kasım 2018 tarihinde http://yegitek.meb.gov.tr/STEM_Egitimi_Raporu.pdf adresinden erişilmiştir.
  • Milli Eğitim Bakanlığı. (2017). Fen bilimleri dersi öğretim programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). 11 Ekim 2017 tarihinde http://mufredat.meb.gov.tr adresiden erişilmiştir.
  • Milli Eğitim Bakanlığı. (2018). Fen bilimleri dersi öğretim programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). 05 Ekim 2018 tarihinde http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325 adresinden erişiilmiştir.
  • Moakler, M. ve Kim, M. M. (2014). College major choice in STEM: Revisiting confidence and demographic factors. Career Development Quarterly, 62, 128-143.
  • National Center for Education Statistics (2007). Encouraging girls in math and science: IES practice guide. US Department of Education. 22 Kasım 2018 tarihinde https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/20072003.pdf adresinden erişilmiştir.
  • Navarro, R. L., Flores, L. Y., ve Worthington, R. L. (2007). Mexican American middle school students' goal intentions in mathematics and science: A test of social cognitive career theory. Journal of Counseling Psychology, 54(3), 320.
  • Niles, G.N., ve Harris-Bowlsbey J. (2013). 21.yüzyılda kariyer gelişimi müdahaleleri (4. Basım) (Çev. F. K. Owen). Ankara: Nobel Yayınevi.
  • O’Brien, V., Martinez-Pons, M., ve Kopala, M. (1999). Mathematics selfefficacy, ethnic identity, gender and career interests related to mathematics and science. Journal of Educational Research, 92(4), 231–235.
  • Organisation for Economic Cooperation and Development. (2017). Türkiye ülke notları bir bakışta eğitim 2017: OECD göstergeleri. 29 Ekim 2018 tarihinde http://www.oecd.org/education/skills-beyond-school/EAG2017CN-Turkey-Turkish.pdf adresinden erişilmiştir.
  • Osborne, J., ve Dillon, J. (2008). Science education in Europe: Critical reflections. London: The Nuffield Foundation.
  • Oware, E., Capobianco, B. ve Diefes-Dux, H. (2007). Gifted students’ perceptions of engineers? A study of students in a summer outreach program. Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii.
  • Owen, F. K., ve Çapan, B. E. (2017). Ortaöğretim öğrencilerinin fen teknoloji matematik ve mühendislik alanlarını seçmeyi düşünme nedenleri. Yaşadıkça Eğitim Dergisi, 31(2), 23-40.
  • Sadler, P. M., Sonnert, G., Hazari, Z., ve Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study, Science Education, 96(3), 411-427. DOI: 10.1002/sce.21007.
  • Sauermann, H. (2005). Vocational choice: A decision making perspective. Journal of Vocational Behavior, 66, 273-303.
  • Su, R., Rounds, J., ve Armstrong, P. I. (2009). Men and things, women and people: A meta-analysis of sex differences in interests. Psychological Bulletin, 135(6), 859-884.
  • Turner, S. L., ve Lapan, R. T. (2005). Evaluation of an intervention to increase non-traditional career interests and career-related self-efficacy among middle-school adolescents. Journal of Vocational Behavior, 66, 516 –531.
  • Türk Sanayicileri ve İş Adamları Derneği. (2017). 2023’e doğru Türkiye’de STEM gereksinimi.05 Kasım 2018 tarihinde https://www.tusiadstem.org/images/raporlar/2017/STEM-Raporu-V7.pdf adresinden erişilmiştir.
  • Unfried, A., Faber, M., ve Wiebe, E. (2014). Gender and student attitudes toward STEM. Presented at the AERA Annual Meeting, Philadelphia, PA.
  • Wang, M-T. ve Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33, 304–340.
  • Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50, 1081–1121. DOI:10.3102/0002831213488622
  • Wells, B., Sanchez, A., ve Attridge, J., (2007). Modeling student interest in science, technology, engineering and mathematics. IEEE Summit. “Meeting the Growing Demand for Engineers and their Educators,” Munich, Germany.
  • Wyss, V. L., Heulskamp, D. ve Siebert, C. J., (2012). Increasing middle school student interest in STEM careers with videos of scientists. International Journal of Environmental Science Education, 7(4), 501-522.
  • Yerdelen, S., Kahraman, N., ve Taş, Y. (2016). Low socioeconomic status students' STEM career interest in relation to gender, grade level, and STEM attitude. Journal of Turkish Science Education. 13(Special Issue), 59-74.
  • Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. Bs.). Ankara, Seçkin Yayıncılık.

Sosyal Bilişsel Kariyer Kuramı Açısından STEM Kariyer İlgisine Cinsiyetin Etkisi

Year 2019, Volume: 14 Issue: 20, 1284 - 1311, 31.12.2019
https://doi.org/10.26466/opus.603981

Abstract

Bu araştırmanın amacı, sosyal bilişsel kariyer kuramı açısından ortaokul
öğrencilerinin STEM kariyer ilgilerine cinsiyetin etkisinin belirlenmesidir.
Araştırmanın örneklemi, Ege bölgesindeki bir ilçede bulunan devlet ortaokulunda
öğrenim gören 400 öğrenciden (218 kız, 182 erkek) oluşmaktadır. Genel tarama
modelinin kullanıldığı araştırmada veriler, STEM kariyer ilgi anketiyle
toplanmıştır. Araştırma sonucunda erkek öğrencilerin STEM kariyer öz yeterliklerinin
ve ilgilerinin, kız öğrencilere göre daha olumlu olduğu belirlenmiştir. Öz
yeterlik düzeyinin teknoloji ve mühendislik alanlarında erkek öğrenciler
lehine, matematik alanında ise kız öğrenciler lehine farklılık gösterdiği
bulunmuştur. Kişisel amaç ve sonuç beklentilerinin, fen ve matematik
alanlarında kız öğrenciler lehine, teknoloji ve mühendislik alanlarında ise
erkek öğrenciler lehine anlamlı farklılık gösterdiği belirlenmiştir. Kız
öğrencilerin teknoloji ve mühendislik alanlarındaki öz yeterlik, kişisel amaç
ve sonuç beklentilerinin erkeklere göre daha düşük olduğu, bu nedenle kız
öğrencilerin STEM kariyer ilgilerinin de erkeklere göre daha olumsuz olduğu
sonucuna varılmıştır. Elde edilen bulgular ışığında, kız öğrencilerin
mühendislik ve teknoloji alanlarındaki kariyer ilgilerinin olumlu yönde
gelişimi için ortaokulun ilk yıllarından itibaren yeterli mesleki rehberlik
yapılması önerilmiştir. 

References

  • Akgündüz, D. (2016). A research about the placement of the top thousand students in STEM fields in Turkey between 2000 and 2014. Eurasia Journal of Mathematics, Science & Technology Education, 12(5), 1365-1377.
  • Bal Arıları Mühendis Oluyor (BAMO) (2018). RMK Marine. 17 Aralık 2018 tarihinde http://www.rmkmarine.com.tr/bal-arilari-muhendis-oluyor-projesi.html adresinden erişilmiştir.
  • Bandura , A. (1986). Social foundations of thought and action: A social cognitive theory . Englewood Cliffs, NJ : Prentice - Hall .
  • Betz, N. E., ve Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behavior, 23, 329 –345.
  • Betz, N. E. (2007). Career self-efficacy: Exemplary recent research and emerging directions. Journal of Career Assessment, 15(4), 403-422.
  • Brotman, J. S., ve Moore, F. M. (2008). Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching, 45(9), 971-1002. doi:10.1002/tea.20241.
  • Büyüköztürk, Ş. (2017). Veri analizi el kitabı (23. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • Ceci, S. J., ve Williams, W. M. (2010). Sex differences in math-intensive fields. Current Directions in Psychological Science, 19(5), 275-279.
  • Christensen, R., ve Knezek, G. (2017). Relationship of middle school student STEM interest to career intent. Journal of Education in Science, Environment and Health (JESEH), 3(1), 1-13.
  • Dubetz, T., ve Wilson, J.A. (2013). Girls in engineering, mathematics and science, GEMS: A science outreach program for middle-school female students. Journal of STEM Education, 14(3), 41-47.
  • Ferry, T. R., Fouad, N. A., ve Smith, P. L. (2000). The role of family context in a social cognitive model for career-related choice behavior: A math and science perspective. Journal of Vocational Behavior, 57, 348 –364.
  • Fouad, N. A., ve Smith, P. L. (1996). A test of a social cognitive model for middle school students: Math and science. Journal of Counseling Psychology, 43, 338–346.
  • Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. Journal of Counseling Psychology, 32, 47–56.
  • Karasar, N. (2009). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler (4. bs.). Ankara: Nobel Yayın.
  • Kier, M. W., Blanchard, M. R., Osborne, J. W., ve Albert, J. L. (2014). The development of the STEM career interest survey (STEM-CIS). Research in Science Education, 44(3), 461-481.
  • Knezek, G., Christensen, R., ve Tyler-Wood, T. (2011). Contrasting perceptions of STEM content and careers. Contemporary Issues in Technology and Teacher Education, 11(1), 92-117.
  • Knight, M. ve Cunningham, C. M. (2004). Draw an engineer test (DAET): Development of a tool to investigate students’ ideas about engineers and engineering. In Proceedings of the 2004 ASEE annual conference and exposition, Salt Lake City, Utah.
  • Korkut-Owen, F., Kelecioglu, H., ve Owen, D. W. (2014). A decade of change gender trends in university enrollment: Implications for career counseling. International Journal of Human Sciences, 11(1), 794-813.
  • Koyunlu Unlu, Z., Dokme, I., ve Unlu, V. (2016). Adaptation of the science, technology, engineering, and mathematics career interest survey (STEM-CIS) into Turkish. Eurasian Journal of Educational Research, 63, 21-36, http://dx.doi.org/ 10.14689/ejer.2016.63.2
  • Lent, R. W., Brown, S. D., ve Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79-122.
  • Lent, R. W., Brown, S. D., Brenner, B., Chopra, S. B., Davis, T., Talleyrand, R., ve Suthakaran, V. (2001). The role of contextual supports and barriers in the choice of math/science educational options: A test of social cognitive hypotheses. Journal of Counseling Psychology, 48, 474 – 483.
  • Lent, R. W., Brown, S. D., Schmidt, J., Brenner, B., Lyons, H., ve Treistman, D. (2003). Relations of contextual supports and barriers to choice behavior in engineering majors: Test of alternative social cognitive models. Journal of Counseling Psychology, 50, 458 – 465.
  • Lent, R.W., Brown, S.D., Sheu, H.B., Schmidt, J., Brenner, B.R., Gloster, C.S., Wilkins, G., Schmidt, L.C., Lyons, H. and Treistman, D. (2005). Social cognitive predictors of academic interests and goals in engineering: Utility for women and students at historically black universities. Journal of Counseling Psychology, 52(1), 84.
  • Lent, R. W., ve Brown, S. D. (2006). Integrating person and situation perspectives on work satisfaction: A social-cognitive view. Journal of Vocational Behavior, 69(2), 236–247.
  • Lent, R. W., Sheu, H., Gloster, C. S., ve Wilkins, G. (2010). Longitudinal test of the social cognitive model of choice in engineering students at historically Black universities. Journal of Vocational Behavior, 76, 387-394. DOI:10.1016/j.jvb.2009.09.002.
  • Lopez, F. G., Lent, R. W., Brown, S. D., ve Gore, P. A. (1997). Role of social-cognitive expectations in high school students’ mathematics related interest and performance. Journal of Counseling Psychology, 44, 44 –52.
  • Milli Eğitim Bakanlığı. (2006), İlköğretim fen ve teknoloji dersi (6, 7 ve 8. Sınıflar) öğretim programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Milli Eğitim Bakanlığı. (2016). STEM eğitimi raporu. 05 Kasım 2018 tarihinde http://yegitek.meb.gov.tr/STEM_Egitimi_Raporu.pdf adresinden erişilmiştir.
  • Milli Eğitim Bakanlığı. (2017). Fen bilimleri dersi öğretim programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). 11 Ekim 2017 tarihinde http://mufredat.meb.gov.tr adresiden erişilmiştir.
  • Milli Eğitim Bakanlığı. (2018). Fen bilimleri dersi öğretim programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). 05 Ekim 2018 tarihinde http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325 adresinden erişiilmiştir.
  • Moakler, M. ve Kim, M. M. (2014). College major choice in STEM: Revisiting confidence and demographic factors. Career Development Quarterly, 62, 128-143.
  • National Center for Education Statistics (2007). Encouraging girls in math and science: IES practice guide. US Department of Education. 22 Kasım 2018 tarihinde https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/20072003.pdf adresinden erişilmiştir.
  • Navarro, R. L., Flores, L. Y., ve Worthington, R. L. (2007). Mexican American middle school students' goal intentions in mathematics and science: A test of social cognitive career theory. Journal of Counseling Psychology, 54(3), 320.
  • Niles, G.N., ve Harris-Bowlsbey J. (2013). 21.yüzyılda kariyer gelişimi müdahaleleri (4. Basım) (Çev. F. K. Owen). Ankara: Nobel Yayınevi.
  • O’Brien, V., Martinez-Pons, M., ve Kopala, M. (1999). Mathematics selfefficacy, ethnic identity, gender and career interests related to mathematics and science. Journal of Educational Research, 92(4), 231–235.
  • Organisation for Economic Cooperation and Development. (2017). Türkiye ülke notları bir bakışta eğitim 2017: OECD göstergeleri. 29 Ekim 2018 tarihinde http://www.oecd.org/education/skills-beyond-school/EAG2017CN-Turkey-Turkish.pdf adresinden erişilmiştir.
  • Osborne, J., ve Dillon, J. (2008). Science education in Europe: Critical reflections. London: The Nuffield Foundation.
  • Oware, E., Capobianco, B. ve Diefes-Dux, H. (2007). Gifted students’ perceptions of engineers? A study of students in a summer outreach program. Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii.
  • Owen, F. K., ve Çapan, B. E. (2017). Ortaöğretim öğrencilerinin fen teknoloji matematik ve mühendislik alanlarını seçmeyi düşünme nedenleri. Yaşadıkça Eğitim Dergisi, 31(2), 23-40.
  • Sadler, P. M., Sonnert, G., Hazari, Z., ve Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study, Science Education, 96(3), 411-427. DOI: 10.1002/sce.21007.
  • Sauermann, H. (2005). Vocational choice: A decision making perspective. Journal of Vocational Behavior, 66, 273-303.
  • Su, R., Rounds, J., ve Armstrong, P. I. (2009). Men and things, women and people: A meta-analysis of sex differences in interests. Psychological Bulletin, 135(6), 859-884.
  • Turner, S. L., ve Lapan, R. T. (2005). Evaluation of an intervention to increase non-traditional career interests and career-related self-efficacy among middle-school adolescents. Journal of Vocational Behavior, 66, 516 –531.
  • Türk Sanayicileri ve İş Adamları Derneği. (2017). 2023’e doğru Türkiye’de STEM gereksinimi.05 Kasım 2018 tarihinde https://www.tusiadstem.org/images/raporlar/2017/STEM-Raporu-V7.pdf adresinden erişilmiştir.
  • Unfried, A., Faber, M., ve Wiebe, E. (2014). Gender and student attitudes toward STEM. Presented at the AERA Annual Meeting, Philadelphia, PA.
  • Wang, M-T. ve Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33, 304–340.
  • Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50, 1081–1121. DOI:10.3102/0002831213488622
  • Wells, B., Sanchez, A., ve Attridge, J., (2007). Modeling student interest in science, technology, engineering and mathematics. IEEE Summit. “Meeting the Growing Demand for Engineers and their Educators,” Munich, Germany.
  • Wyss, V. L., Heulskamp, D. ve Siebert, C. J., (2012). Increasing middle school student interest in STEM careers with videos of scientists. International Journal of Environmental Science Education, 7(4), 501-522.
  • Yerdelen, S., Kahraman, N., ve Taş, Y. (2016). Low socioeconomic status students' STEM career interest in relation to gender, grade level, and STEM attitude. Journal of Turkish Science Education. 13(Special Issue), 59-74.
  • Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. Bs.). Ankara, Seçkin Yayıncılık.
There are 51 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Ayşegül Ergün 0000-0002-1481-4019

Publication Date December 31, 2019
Acceptance Date December 17, 2019
Published in Issue Year 2019 Volume: 14 Issue: 20

Cite

APA Ergün, A. (2019). Sosyal Bilişsel Kariyer Kuramı Açısından STEM Kariyer İlgisine Cinsiyetin Etkisi. OPUS International Journal of Society Researches, 14(20), 1284-1311. https://doi.org/10.26466/opus.603981