Mathematically facile adolescents with math-science aspirations: New perspectives on their educational and vocational development.

• Rose Mary Webb ^[1] ; David Lubinski ^[2] ; Camilla Persson Benbow ^[2]
  1. [1] Appalachian State University

     Appalachian State University

     Township of Boone, Estados Unidos

     
  2. [2] Vanderbilt University

     Vanderbilt University

     Estados Unidos

     
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 94, Nº. 4, 2002, págs. 785-794
• Idioma: inglés
• DOI: 10.1037/0022-0663.94.4.785
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• Dialnet Métricas: 2 Citas
• Resumen

  • This longitudinal study tracked 1,110 adolescents identified as mathematically precocious at Age 13 (top 1%) with plans for a math-science undergraduate major. Participants' high school educational experiences, abilities, and interests predicted whether their attained undergraduate degrees were within math-science or nonmath-nonscience areas. More women than men eventually completed undergraduate degrees outside math-science, but many individuals who completed nonmath-nonscience degrees ultimately chose math-science occupations (and vice versa). At Age 33, the 2 degree groups reported commensurate and uniformly high levels of career satisfaction, success, and life satisfaction. Assessing individual differences is critical for modeling talent development and life satisfaction; it reveals that equal male-female representation across disciplines may not be as simple to accomplish as many policy discussions imply. (PsycINFO Database Record (c) 2016 APA, all rights reserved)