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Correll, Shelley J. (1 May 2001). "Gender and the Career Choice Process: The Role of Biased Self-Assessments". American Journal of Sociology. 106 (6): 1691– 1730. doi:10.1086/321299. S2CID 142863258. Devine, Fiona (1 December 1992). "Gender Segregation in the Engineering and Science Professions: A Case of Continuity and Change".
In 1969, Robertson joined the faculty of the Ohio State University, where he was promoted to Associate Professor in 1972 and Professor in 1984. He was a consultant with Bell Communications Research from 1984 to 1996.
According to PISA 2015 results, 4.8% of boys and 0.4% of girls expect an ICT career. [40]Studies suggest that many factors contribute to the attitudes towards the achievement of young men in mathematics and science, including encouragement from parents, interactions with mathematics and science teachers, curriculum content, hands-on laboratory experiences, high school achievement in ...
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From the 2001-2002 school year through 2006-2007, Jane Addams Business Careers Center has been named by the State of Ohio Department of Education as an Ohio School of Promise for meeting state set standards for reading. In May 2008, Jane Addams was named to America's Best High Schools and awarded a Bronze Medal by U.S. News & World Report. [14]
Opportunities for real-life experiences with STEM, including hands-on practice, apprenticeships, career counselling, and mentoring can expand girls' understanding of STEM studies and professions and maintain interest. Assessment processes and tools that are gender-biased or include gender stereotypes may negatively affect girls' performance in ...
The gender gap in mathematics is particularly large among the highest-achieving students; for example, there is a 2.1 to 1 male-female ratio among students who score an 800 on the math portion of the SAT. [21] At least one study has challenged the existence of the gender gap in mathematics.