The Relationship of Mentoring on Middle School Girls’ Science-related Attitudes
Location
Room 1005
Proposal Track
Research Project
Session Format
Presentation
Abstract
This study examined the science-related attitudes of middle school girls who attended a science-focused mentoring program and those of middle school girls who attended a traditional mentoring program. Theories related to this study include social cognitive theory, cognitive development theory, and possible selves’ theory. These theories emphasize experiences that may impact the science-related attitudes of middle school girls. The hypotheses suggested that there are significant differences that exist between the attitudes of middle school female participants in a science-related mentoring program and female participants in a traditional mentoring program. The quantitative data were collected through a survey entitled the Test of Science-Related Attitudes (TOSRA) which measures science-related attitudes. The population of interest for this study is 11-15 year old middle school girls of various racial and socio-economic backgrounds. The sample groups were middle school girls participating in either a science-focused mentoring program or a traditional mentoring program. Results of the study indicated that no significant difference existed between the science-related attitudes of middle school girls in a science-related mentoring program and the attitudes of those in a traditional mentoring program. However, data supported practical implications and further investigations to increase more positive science-related attitudes for middle school girls’.
Keywords
Science, Mentoring, Middle school girls, Science-related attitudes, STEM
Recommended Citation
Clark, Lynette, "The Relationship of Mentoring on Middle School Girls’ Science-related Attitudes" (2014). Georgia Educational Research Association Conference. 53.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/53
The Relationship of Mentoring on Middle School Girls’ Science-related Attitudes
Room 1005
This study examined the science-related attitudes of middle school girls who attended a science-focused mentoring program and those of middle school girls who attended a traditional mentoring program. Theories related to this study include social cognitive theory, cognitive development theory, and possible selves’ theory. These theories emphasize experiences that may impact the science-related attitudes of middle school girls. The hypotheses suggested that there are significant differences that exist between the attitudes of middle school female participants in a science-related mentoring program and female participants in a traditional mentoring program. The quantitative data were collected through a survey entitled the Test of Science-Related Attitudes (TOSRA) which measures science-related attitudes. The population of interest for this study is 11-15 year old middle school girls of various racial and socio-economic backgrounds. The sample groups were middle school girls participating in either a science-focused mentoring program or a traditional mentoring program. Results of the study indicated that no significant difference existed between the science-related attitudes of middle school girls in a science-related mentoring program and the attitudes of those in a traditional mentoring program. However, data supported practical implications and further investigations to increase more positive science-related attitudes for middle school girls’.
