English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Today, more women than in the past obtain degrees in science and engineering (Dean & Fleckenstein, 2007; Hill, Corbett, & St. Rose, 2010). However, women still remain underrepresented in science, technology, engineering, and mathematics (STEM) (Hill et al., 2010). Why, after so many systemic efforts (Liston, Peterson, & Ragan, 2008; Lufkin & Reha, 2009), do women continue to be underrepresented in STEM? Valian (2007) suggested that fewer females than males pursue professional careers in science due to low interest. Valian hypothesized that since individuals make their own choices, some individuals, regardless of the encouragement or support they receive, remain uninfluenced and do not explore STEM-related career options. Are females just not interested in STEM? Jolly, Campbell, and Perlman (2004) proposed that certain components must be in place to increase the likelihood of females pursuing interests in STEM. Jolly, Campbell, and Perlman (2004) reviewed research and evaluation efforts, as well as reform efforts, in quantitative disciplines that focused on student success in STEM. Several patterns emerged from the research review, which Jolly et al. categorized into three broad-based themes that created the Engagement, Capacity, and Continuity (ECC) Trilogy. Jolly et al. (2004) noted, The underlying assumption of the Engagement, Capacity and Continuity Trilogy (ECC Trilogy) is that these three factors must be present for student success. Each of these factors is necessary but individually is not sufficient to ensure student continuation in the sciences and quantitative disciplines. The factors are interdependent. The absence of one can have an impact on the degree to which the others are present. (pp. 3-4) This paper gives an overview of student engagement, perceived personal capacity, and continuity, as well as describes the gender-related findings of a study that modified and operationalized Jolly et al.’s (2004) ECC Trilogy. The paper also discusses how the findings of this study can be utilized by STEM teachers to understand possible reasons for low female enrollment in their STEM classes. The likelihood of student engagement in learning a specific topic increases when they possess an awareness, positive attitude, and interest in the topic (Jolly et al., 2004). Jolly et al (2004) suggested that different types of student engagement occur when learning academic disciples. If students feel their social worth will improve as a result of participating in an academic, social, or

Gender Differences in Interest, Perceived Personal Capacity, and Participation in STEM-Related Activities