TY - JOUR
T1 - Encouraging talented girls in math and science
T2 - Effects of a guidance intervention
AU - Kerr, Barbara
AU - Kurpius, Sharon
N1 - Funding Information:
TARGETS was initially funded by the National Science Foundation (NSF) in 1994. The purpose of the program is to provide a values-based career intervention to mathematically and scientifically talented girls who are at risk for not achieving their career dreams. A full-day program, TARGETS was implemented across 7 years. Components of the program include introductions using a values inventory, assessment of self-beliefs (self-esteem and educational self-efficacy), a guided imagery exercise focusing on a perfect work day 10 years in the future, completion and individual interpretation of a career interest inventory and a personality test, a group discussion of barriers (at-risk behaviors) to career attainment, assessments of self-beliefs, and goal setting. A 3-year extension of the TARGETS program, Guiding Girls into Engineering, Math, and Science (GEMS), was funded by NSF in 1997. Under the auspice of this grant, TARGETS was continued and a component designed to teach school personnel (teachers, counselors, and administrators) and professors about the TARGETS program was added.
Funding Information:
This article is based on a project funded by the National Science Foundation, 1994– 2002.
PY - 2004/6
Y1 - 2004/6
N2 - 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.
AB - 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.
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U2 - 10.1080/1359813042000225357
DO - 10.1080/1359813042000225357
M3 - Article
AN - SCOPUS:3142737993
SN - 1359-8139
VL - 15
SP - 85
EP - 102
JO - High Ability Studies
JF - High Ability Studies
IS - 1
ER -