The effects of a mentoring curriculum on gender roles, career self-efficacy, and career development in a high school class for gifted girls in math and science

Hsiao Ping Yu*, Hsing Tai Lin

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined a mentoring curriculum to understand its influences on gender roles, career self-efficacy, and career development choices in adolescent girls who were students in a senior high school class for gifted students in math and science. After the 22-week curriculum, it found that the mentoring didn't have a significant influence on the girls' gender roles, career self-efficacy, or career development. However students indicated that the curriculum helped them to be more aware of gender roles, and they better knew how to promote career self-efficacy, and to better plan their future career development. Techniques taught in the curriculum to improve self-efficacy were viewed as beneficial. According to the above findings, there were some suggestions proposed for readers.

Original languageEnglish
Pages (from-to)27-61
Number of pages35
JournalJournal of Research in Education Sciences
Volume55
Issue number1
Publication statusPublished - 2010 Mar
Externally publishedYes

Keywords

  • Career development
  • Career self-efficacy
  • Gender roles
  • Gifted girls in math and science
  • Mentoring curriculum

ASJC Scopus subject areas

  • Education

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