Table 1 Gender differences in self-efficacy, interest, and academic and career aspirations in STEM
Entire sample (N = 3020) | Boys (n = 1552) | Girls (n = 1463) | |
|---|---|---|---|
n (%) | n (%) | n (%) | |
Self-efficacy in STEM | |||
I usually give up when I do not understand a STEM concept* | 600 (19.9%) | 281 (18.1%) | 319 (21.8%) |
I am confident that I can learn STEM subjects well | 1485 (49.2%) | 934 (60.2%) | 549 (37.5%) |
If I work hard enough, I can learn difficult STEM concepts | 1919 (63.5%) | 1069 (68.9%) | 848 (58.0%) |
Interest in STEM | |||
I enjoy learning about science, technology, engineering, and mathematics (STEM) | 1238 (41.0%) | 857 (55.2%) | 378 (25.8%) |
I really enjoy STEM subjects (e.g., mathematics, biology, physics, chemistry, and information technology) | 1279 (42.4%) | 881 (56.8%) | 396 (27.1%) |
I think STEM lessons are interesting | 1381 (45.7%) | 893 (57.5%) | 486 (33.2%) |
Academic and career aspirations in STEM | |||
If I could choose in the future, I would not take any STEM courses* | 639 (21.2%) | 281 (18.1%) | 358 (24.5%) |
If I could get into a college, I would like to study STEM | 1132 (37.5%) | 812 (52.3%) | 318 (21.7%) |
I would like to pursue a STEM-related career in the future | 1061 (35.1%) | 769 (49.5%) | 290 (19.8%) |