ERIC Number: ED402414
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Lost Talent: Women in the Sciences. Labor and Social Change Series.
Hanson, Sandra L.
The research reported followed groups of young women from large national samples to begin to understand the complexities that explain the loss of scientifically talented young women from the sciences. The study explores women's experiences in diverse areas of science and presents a picture of the successful woman scientist. Data sets used are the High School and Beyond survey, a longitudinal study of approximately 58,000 high school students, the National Educational Longitudinal Study of 26,200 eight graders, and the Longitudinal Study of American Youth, a study involving 52 high schools and 52 middle schools. Four aspects of experience in mathematics and science are explored: (1) achievement; (2) access; (3) attitudes; and (4) activities. Four sets of causal factors (gender, family resources, school resources, and individual resources) are also considered. Overall, research indicates that gender is an important factor in creating lost talent. Young talented women are more likely to leave the sciences than are young men because of structural barriers and selection processes. Chapters consider science experiences in school and outside, resources, gender and resources, survivors in the sciences, and conclusions about science persistence. An appendix describes measures used and the analysis design. (Contains 22 tables, 4 appendix tables, 20 figures, and 180 references.) (SLD)
Descriptors: Academic Achievement, Academic Persistence, Access to Education, Career Choice, Expectation, Females, High School Students, High Schools, Higher Education, Mathematics, Science Careers, Sex Differences, Stereotypes, Student Attitudes, Student Interests, Talent
Temple University Press, 1601 Broad Street, Philadelphia, PA 19122-6099 ($39.95).
Publication Type: Books; Reports - Evaluative
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A