Gender disparities in sciences: the question of parental influence on children’s self-concept and utility-value

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dc.contributor.authorMakwinya, Noel M.
dc.contributor.authorHofman, Roelande H.
dc.date.accessioned2023-03-27T06:49:28Z
dc.date.available2023-03-27T06:49:28Z
dc.date.issued2015
dc.descriptionMain articleen_US
dc.description.abstractSelf-concept and utility-values are thought to influence differences in choices, participation and performance in schools-careers between students of different genders and ages. This study was investigating existence of gender differences in such constructs regarding science. Further, the study investigated whether development of such constructs is still influenced by how children feel their parents perceive them in relation to sciences. Using a 30- item, Lickert-type questionnaire, data were collected from a random sample of 184 second and third graders. Results showed that, students’ self perceptions and those of parents regarding science are positively related. Further, self-concept and utility-values were higher among boys than girls. Based on the result, it was concluded that, parents’ gender-based perceptions regarding science that are still communicated at home might be the reason for the development of children’s gender-based self-perceptions regarding sciences.en_US
dc.identifier.issn2222-288X
dc.identifier.urihttp://www.suaire.sua.ac.tz/handle/123456789/5112
dc.language.isoenen_US
dc.publisherJournal of Education and Practiceen_US
dc.relation.ispartofseriesVol.6, No.13, 2015;
dc.subjectGenderen_US
dc.subjectParentsen_US
dc.subjectSciencesen_US
dc.subjectSelf-concepten_US
dc.subjectUtility-valueen_US
dc.subjectTanzaniaen_US
dc.titleGender disparities in sciences: the question of parental influence on children’s self-concept and utility-valueen_US
dc.typeArticleen_US
dc.urlwww.iiste.orgen_US

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