Women, Minorities, and Technology. Jacquelynne Eccles (PI), Pamela Davis-Kean (co-PI), and Oksana Malanchuk University of Michigan. General Aims.
Jacquelynne Eccles (PI), Pamela Davis-Kean (co-PI), and Oksana Malanchuk
University of Michigan
To meet these goals, we are collecting the necessary supplementary IT-related data and are analyzing three longitudinal datasets that contain information from childhood through early adulthood.
Growth curve models for adolescents’ school math grades were estimated to address the following questions: (a) What do the average math grade trajectories look like, from 6th to 12th grade, by gender and by school track? (b) What impact does interest in math have over and above the effect of mothers’ education and gender, by school track? Overall, grades in math declined across the trajectories; the young women have both higher grades than young men (within each tracking group) and lower interest in the subject throughout junior high and high school. These results suggest that for both boys and girls, math grades fall over the course of junior high and high school. Math interest explains some of this decline, over and above students’ gender and mothers’ level of education.
This study examined the associations between multiple indicators of parental socialization and children’s engagement in math, science, and computer activities. Children from second (n = 125), third (n = 123), and fifth grade (n = 200) participated. Mothers and fathers reported how often they encouraged their children’s activities, engaged in parent-child coactivity, and modeled activities. Both parents and children described how often children engaged in math, science, and computer activities. Results indicated that parental socialization and child activity engagement were similar for boys and girls. Of the three types of parental socialization, parental modeling evidenced the most modest associations. Overall parental socialization emerged as a strong, positive predictor of children’s computer activities.