Encouraging talented girls in math and science: Effects of a guidance intervention

Barbara Kerr, Sharon Kurpius

Research output: Contribution to journalArticle

52 Citations (Scopus)

Abstract

Although gifted girls are closing the gap in math and science achievements they continue to lose interest and drop out of math/science careers. An intervention was developed for talented at-risk young women that emphasized enhancing career identity and exploration, building science self-efficacy and self-esteem and reducing risky behaviors. Self-esteem, school self-efficacy, and future self-efficacy increased from pre-test to the 3- to 4-month follow-up. Girls significantly increased their seeking information about career and were likely to stay with nontraditional choices. The risk factor suicidality also decreased over this period.

Original languageEnglish (US)
Pages (from-to)85-102
Number of pages18
JournalHigh Ability Studies
Volume15
Issue number1
DOIs
StatePublished - Jun 2004

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self-efficacy
career
self-esteem
science
drop-out
school

ASJC Scopus subject areas

  • Education

Cite this

Encouraging talented girls in math and science : Effects of a guidance intervention. / Kerr, Barbara; Kurpius, Sharon.

In: High Ability Studies, Vol. 15, No. 1, 06.2004, p. 85-102.

Research output: Contribution to journalArticle

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