| dc.contributor | 教育系 | |
| dc.creator (作者) | 邱美秀 | |
| dc.creator (作者) | Chiu, Mei-Shiu;Toscano, Maurizio | |
| dc.date (日期) | 2025-02 | |
| dc.date.accessioned | 13-Jun-2025 09:15:40 (UTC+8) | - |
| dc.date.available | 13-Jun-2025 09:15:40 (UTC+8) | - |
| dc.date.issued (上傳時間) | 13-Jun-2025 09:15:40 (UTC+8) | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/157313 | - |
| dc.description.abstract (摘要) | This study proposes a conceptual framework for gendered processes based on the male-things vs. female-people interest (MTFPI) hypothesis, by identifying gender differences in factors relating to science, technology, engineering, and mathematics (STEM) choices in higher education. Longitudinal data were from the Taiwan Education Panel Survey (TEPS) for Grade 7 (n = 20,055), 9, 11, and 12 and the follow-up TEPS-Beyond (TEPS-B) for 24-25-year-olds (n = 2,700). Correlation analysis was conducted with weights so that the result can represent that of the original Grade 7 population. The results generally support the MTFPI hypothesis. Males’ STEM choice is related to high mathematics achievement and low frustration in mathematics in all stages of secondary education, high gender stereotyping of their jobs, and low confidence in people-smart skills (e.g., leadership, collaboration with others, and oral expression). Females’ STEM choice is related to mathematics teachers’ clear explanations and desirable interactions in mathematics classrooms. These results generally support the MTFPI hypothesis that males are more interested in things (including achievement), while females enjoy engaging in interaction with people. Educators need to pay attention to the differential interests between genders for adaptive teaching to invite both genders to study STEM in higher education. | |
| dc.format.extent | 136 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | International Journal of Gender, Science and Technology, Vol.16, No.3, pp.227-244 | |
| dc.subject (關鍵詞) | gender difference; longitudinal data; mathematics achievement; mathematics teaching; STEM choice | |
| dc.title (題名) | Gender differences in STEM choices in Taiwanese higher education: The male-things and female-people interest hypothesis | |
| dc.type (資料類型) | article | |
