2021 journal article
Do adolescents want more autonomy? Testing gender differences in autonomy across STEM
Journal of Adolescence, 92(1), 237–246.
TL;DR:
A general desire forMore autonomy across adolescence is suggested, with a desire for more autonomy in STEM more common amongst girls, if adolescents' perceived levels of autonomy vary across STEM and by gender, these effects may extend more broadly to their pursuits of STEM careers.
(via Semantic Scholar)
UN Sustainable Development Goal Categories
4. Quality Education
(OpenAlex)
Source: Crossref
Added: January 9, 2024
AbstractIntroductionA growing body of research has identified gender disparities in STEM education, but data are limited from studies directly comparing autonomy given to autonomy wanted by adolescents, as experienced in classrooms by gender and across course subjects.MethodsWith a sample of US adolescents (n = 540), aged 11–19 and 55% female, we assessed students’ perceived levels of autonomy given, and levels of autonomy wanted, by adapting an autonomy assessment specific to course subjects of math, science, and English. We then employed contrast models testing gender differences of autonomy levels across course subjects of math, science, and English, and controlled for age.ResultsOverall, all adolescents reported getting less autonomy than they want. Within gender, girls reported wanting the most autonomy from science. Between genders, girls reported wanting more autonomy from both math and science, compared to boys. In contrast, girls reported getting more autonomy in English, compared to boys. While we found no developmental differences for reported levels of autonomy given, we did find developmental differences with levels of autonomy wanted, showing significant variability of adolescents wanting more autonomy with age.ConclusionsOur results suggest a general desire for more autonomy across adolescence, with a desire for more autonomy in STEM more common amongst girls. If adolescents' perceived levels of autonomy vary across STEM and by gender, these effects may extend more broadly to their pursuits of STEM careers. Students’ beliefs of autonomy and self‐concept shape their career interests and academic engagement, a trajectory that warrants concern and further investigation.