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 language | English |
|---|---|
| Pages (from-to) | 27-61 |
| Number of pages | 35 |
| Journal | Journal of Research in Education Sciences |
| Volume | 55 |
| Issue number | 1 |
| Publication status | Published - 2010 Mar |
| Externally published | Yes |
Keywords
- Career development
- Career self-efficacy
- Gender roles
- Gifted girls in math and science
- Mentoring curriculum
ASJC Scopus subject areas
- Education