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Journal of Research in Education Sciences 2010, 55(1), 27-61
The Effects of a Mentoring Curriculum on Gender Roles, Career Self-Efficacy, and Career Development in a High School Class
for Gifted Girls in Math and Science
Hsiao-Ping Yu Hsing-Tai Lin
Department of Special Education, National Taichung University
Assistant Professor
Department of Special Education, National Taiwan Normal University
Professor
Abstract
This study examined a mentoring curriculum to understand its influences on gender roles, career self-efficacy, and career development choices in adolescent girls who were students in a senior high school class for gifted students in math and science. After the 22-week curriculum, it found that the mentoring didn’t have a significant influence on the girls’ gender roles, career self-efficacy, or career development. However students indicated that the curriculum helped them to be more aware of gender roles, and they better knew how to promote career self-efficacy, and to better plan their future career development. Techniques taught in the curriculum to improve self-efficacy were viewed as beneficial. According to the above findings, there were some suggestions proposed for readers.
Keywords: career self-efficacy, career development, mentoring curriculum, gender roles, gifted girls in math and science
Corresponding Author: Hsiao-Ping Yu, E-mail: [email protected]
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