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The Career Plans of Science-Talented Rural Adolescent Girls

Pennsylvania State University

Laura L. Finken

Creighton University

Nancy Lindsley Griffin

University of Nebraska-Lincoln

Janet D. Wright

University of Nebraska-Lincoln

Relations between parent attitudes, intrinsic value of science, peer support, available activities, and preference for future science careers were examined for science-talented, rural, adolescent females. Two hundred and twenty 9th-12th-grade girls and their mothers responded to questionnaires about science courses, plans for future courses and college majors, perceptions of the girls’ abilities in science, and numerous supports and deterrents for continued interest in science areas. Current intrinsic interest in science was most strongly related to preferring a science career, but previous experiences with science (measured by grade in school, science GPA, friends’ support for science, and extracurricular science activities) and socializers’ attitudes (measured by mothers’ perceptions of the value of science for women and of their daughters’ abilities) were also related. The discussion highlights the importance of providing activities and other supports to maintain girls’ interests in science in a rural environment.

American Educational Research Journal, Vol. 35, No. 4, 681-704 (1998)
DOI: 10.3102/00028312035004681


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