Gender disparities in sciences: the question of parental influence on children’s self-concept and utility-value

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dc.creatorMakwinya, Noel M.
dc.creatorHofman, Roelande H.
dc.date.accessioned2023-03-27T06:49:28Z
dc.date.accessioned2025-08-05T07:21:20Z
dc.date.available2023-03-27T06:49:28Z
dc.date.created2023-03-27T06:49:28Z
dc.date.issued2015
dc.description.abstractSelf-concept and utility-values are thought to influence differences in choices, participation and performance in schools-careers between students of different genders and ages. This study was investigating existence of gender differences in such constructs regarding science. Further, the study investigated whether development of such constructs is still influenced by how children feel their parents perceive them in relation to sciences. Using a 30- item, Lickert-type questionnaire, data were collected from a random sample of 184 second and third graders. Results showed that, students’ self perceptions and those of parents regarding science are positively related. Further, self-concept and utility-values were higher among boys than girls. Based on the result, it was concluded that, parents’ gender-based perceptions regarding science that are still communicated at home might be the reason for the development of children’s gender-based self-perceptions regarding sciences.
dc.identifier2222-288X
dc.identifierhttp://www.suaire.sua.ac.tz/handle/123456789/5112
dc.identifier.urihttp://repository.costech.or.tz/handle/20.500.14732/97159
dc.languageen
dc.publisherJournal of Education and Practice
dc.relationVol.6, No.13, 2015;
dc.subjectGender
dc.subjectParents
dc.subjectSciences
dc.subjectSelf-concept
dc.subjectUtility-value
dc.subjectTanzania
dc.titleGender disparities in sciences: the question of parental influence on children’s self-concept and utility-value
dc.typeArticle

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