Please use this identifier to cite or link to this item:
|Other Titles:||The Effects of a Mentoring Curriculum on Gender Roles, Career Self-Efficacy, and Career Development in a High School Class for Gifted Girls in Math and Science|
Office of Research and Development
This study examined a mentoring curriculum to understand its influences on gender roles, career self-efficacy, and career development choices in adolescent girls who were students in a senior high school class for gifted students in math and science. After the 22-week curriculum, it found that the mentoring didn’t have a significant influence on the girls’ gender roles, career self-efficacy, or career development. However students indicated that the curriculum helped them to be more aware of gender roles, and they better knew how to promote career self-efficacy, and to better plan their future career development. Techniques taught in the curriculum to improve self-efficacy were viewed as beneficial. According to the above findings, there were some suggestions proposed for readers.
|Appears in Collections:||教育科學研究期刊|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.