ERIC Number: ED184890
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
The Relationship of Parental Modeling, Parental Reinforcement, Academic and Career Interests to the Enrollment of High School Females in Accelerated Mathematics Programs.
This study was undertaken to determine if high school females who elected an accelerated mathematics program could be distinguished from high school females who elected a regular mathematics program on the basis of parental modeling, parental reinforcement, and academic and career interests. Findings indicated that the groups were differentiated primarily on the basis of several parental variables. Parental modeling made the greatest contribution to group separation. Fathers of the accelerated group were engaged in mathematics-related occupations to a greater extent than were fathers of the regular group, whereas mothers of the former group showed limited employment patterns. Mathematics participation and graduate school plans made moderate contributions to group separation, whereas parental reinforcement for achievement made small contributions to group separations. (Author/MK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Mathematics Education Research
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 7-11, 1980). Contains occasional broken type.