Thesis
A Systematic Review of Gender and Academic Self-Concept in Secondary Education
Washington State University
Master of Arts (MA), Washington State University
01/2021
DOI:
https://doi.org/10.7273/000002414
Handle:
https://hdl.handle.net/2376/121323
Abstract
Research on general academic and domain-specific self-concept is robust, but often neglects to address how self-concept is formed through a students’ gender identity. The present study aims to synthesize the current literature and understand how gender has been situated in academic self-concept research over the last 20 years in secondary education settings. We selected to conduct this review in a narrative fashion due to the nuanced understandings of gender and broad definitions of self-concept. Through our systematic search procedures we reviewed, analyzed, synthesized 43 studies that had gender and academic self-concept as main foci. Largely, we have discovered that the literature discusses gender in terms of binary sex rather than as a social construct and requires further understanding of the role that gender and social theories play in developing a students’ academic self-concept, both generally and in specific domains that are tied to traditional gender stereotypical beliefs.
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Details
- Title
- A Systematic Review of Gender and Academic Self-Concept in Secondary Education
- Creators
- Genna Suzanne Kieper
- Contributors
- Kira Carbonneau (Advisor)Zoe Higheagle-Strong (Committee Member)Amy Roth-McDuffie (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Kinesiology and Educational Psychology
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University
- Number of pages
- 81
- Identifiers
- 99900606753501842
- Language
- English
- Resource Type
- Thesis