Bright Girls Choosing Physics and Chemistry: The Importance of Self-Confidence and Self-Efficacy

Abstract

This paper reports the findings of an investigation into the decisions of high achieving, or 'science proficient' boys and girls about whether to enrol in physical science courses. This continues to be a significant issue given the considerable gender variation in participation rates in these courses, and the lack of satisfactory explanations for this variation. The results are also timely given the recent OECD resolution to encourage more young women into science (OECD, 2006). In brief, the study found firstly that science proficient Year 10 (15-16 year old) girls choosing physical science courses perceived themselves to have lower levels of academic ability in science than did science proficient boys choosing these courses. Second, girls and boys believed their science teachers held similar views to their own with regard to ability in science. Third, there were substantial differences in the ways girls and boys went about choosing their science courses. The girls who eventually chose physical science courses tended to consult more widely, and to consult their mothers and senior students to a greater extent, than did boys choosing these courses. They also relied more on the advice of their fathers than did science proficient girls choosing biology or no science courses.