1,516
Views
24
CrossRef citations to date
0
Altmetric
Original Articles

Informal Science: Family Education, Experiences, and Initial Interest in Science

, &

References

  • Adamuti-Trache, M., & Andres, L. (2008). Embarking on and persisting in scientific fields of study: Cultural capital, gender, and curriculum along the science pipeline. International Journal of Science Education, 30(12), 1557–1584. doi: 10.1080/09500690701324208
  • Anderson, J. O., Lin, H. S., Treagust, D. F., Ross, S. P., & Yore, L. D. (2007). Using large-scale assessment datasets for research in science and mathematics education: Program for International Student Assessment (PISA). International Journal of Science and Mathematics Education, 5, 591–614. doi: 10.1007/s10763-007-9090-y
  • Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: The National Academies Press.
  • Berger, E. H. (2000). Parents as partners in education: Families and schools working together. Upper Saddle River, MD: Merrill.
  • Bleeker, M. M., & Jacobs, J. E. (2004). Achievement in math and science: Do mothers’ beliefs matter 12 years later? Journal of Educational Psychology, 96(1), 97–109. doi:10.1037/0022-0663.96.1.97
  • Bradburn, N. M. (2000). Temporal representation and event dating. In A. A. Stone, J. S. Turkkan, C. A. Bachrach, J. B. Jobe, H. S. Kurtzman, & V. S. Cain (Eds.), The science of self-report: Implications for research and practice (pp. 49–61). Mahwah, NJ: Erlbaum.
  • Bregman, G., & Killen, M. (1999). Adolescents’ and young adults’ reasoning about career choice and the role of parental influence. Journal of Research on Adolescence, 9(3), 253–275. doi: 10.1207/s15327795jra0903_2
  • Broderick, C. B. (1993). Understanding family process: Basics of family systems theory. Thousand Oaks, CA: Sage.
  • Byars-Winston, A. M., & Fouad, N. A. (2008). Math and science social cognitive variables in college students contributions of contextual factors in predicting goals. Journal of Career Assessment, 16(4), 425–440. doi: 10.1177/1069072708318901
  • Bybee, R. W. (2001). Achieving scientific literacy: Strategies for insuring that free-choice science education complements national formal science education efforts. In J. H. Falk (Ed.), Free-choice science education: How we learn science outside of school, (pp. 44–63). New York, NY: Teachers College Press.
  • Cheng, S., & Starks, B. (2002). Racial differences in the effects of significant others on students’ educational expectations. Sociology of Education, 75, 306–327. doi: 10.2307/3090281
  • Chesters, J. (2010). Has the effect of parents’ education on child's education changed over time? Centre for Economic Policy Research, Research School of Economics, Australian National University in its series, CEPR Discussion Papers (Vol. 637).
  • Crisp, G., Nora, A., & Taggart, A. (2009). Student characteristics, pre-college, college, and environmental factors as predictors of majoring in and earning a STEM degree: An analysis of students attending a Hispanic serving institution. American Educational Research Journal, 46(4), 924–942. doi:10.3102/0002831209349460
  • Dabney, K. P., Chakraverty, D., & Tai, R. H. (2013). The association of family influence and initial interest in science. Science Education, 97(3), 395–409. doi:10.1002/sce.21060
  • Dabney, K. P., Tai, R. H., Almarode, J. T., Miller-Friedmann, J. L., Sonnert, G., Sadler, P. M., & Hazari, Z. (2012). Out-of-school time science activities and their association with career interest in STEM. International Journal of Science Education, Part B: Communication and Public Engagement, 2(1), 63–79. doi: 10.1080/21548455.2011.629455
  • Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294–304. doi:10.1037/0893-3200.19.2.294
  • Dierking, L. D., & Falk, J. H. (1994). Family behavior and learning in informal science settings: A review of the research. Science Education, 78(1), 57–72. doi: 10.1002/sce.3730780104
  • Dryler, H. (1998). Parental role models, gender and educational choice. The British Journal of Sociology, 49(3), 375–398. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/9867028 doi: 10.2307/591389
  • Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band what kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10–43. doi: 10.1177/0743558499141003
  • Elwood, J. M., Little, J., & Elwood, J. H. (1992). Epidemiology and control of neural tube defects (Vol. 20). New York, NY: Oxford University Press.
  • Ferry, T. R., Fouad, N. A., & Smith, P. L. (2000). The role of family context in a social cognitive model for career-related choice behavior: A math and science perspective. Journal of Vocational Behavior, 57(3), 348–364. doi:10.1006/jvbe.1999.1743
  • Flouri, E. (2006). Parental interest in children's education, children's self-esteem and locus of control, and later educational attainment: Twenty-six year follow-up of the 1970 British Birth Cohort. The British Journal of Educational Psychology, 76, 41–55. doi:10.1348/000709905X52508
  • Gayles, J. G., & Ampaw, F. D. (2011). Gender matters: An examination of differential effects of the college experience on degree attainment in STEM. New Directions for Institutional Research, 152, 19–25. doi: 10.1002/ir.405
  • George, R., & Kaplan, D. (1998). A structural model of parent and teacher influences on science attitudes of eighth graders: Evidence from NELS: 88. Science Education, 82(1), 93–109. doi: 10.1002/(SICI)1098-237X(199801)82:1<93::AID-SCE5>3.0.CO;2-W
  • Graham, M. J., Frederick, J., Byars-Winston, A., Hunter, A., & Handelsman, J. (2013). Increasing persistence of college students in STEM. Science, 341, 1455–1456. doi: 10.1126/science.1240487
  • Guryan, J., Hurst, E., & Kearney, M. (2008). Parental education and parental time with children. Journal of Economic Perspectives, American Economic Association, 22(3), 23–46. doi: 10.1257/jep.22.3.23
  • Hazari, Z., Potvin, G., Tai, R., & Almarode, J. (2010). For the love of learning science: Connecting learning orientation and career productivity in physics and chemistry. Physics Education Research, 6(1), 1–9.
  • Hill, C., Corbett, C., & St. Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, DC: AAUW. Retrieved June 1, 2012, from http://www.aauw.org/resource/why-so-few-women-in-science-technology-engineering-and-mathematics/
  • Isaac, P. D., Malaney, G. D., & Karras, J. E. (1992). Parental educational level, gender differences, and seniors’ aspirations for advanced study. Research in Higher Education, 33(5), 595–606. doi:10.1007/BF00973760
  • Jacobs, J. E., & Bleeker, M. M. (2004). Girls’ and boys’ developing interests in math and science: Do parents matter? New Directions for Child and Adolescent Development, 106, 5–21. doi:10.1002/cd.113
  • Juang, L. P., & Silbereisen, R. K. (2002). The relationship between adolescent academic capability beliefs, parenting and school grades. Journal of Adolescence, 25(1), 3–18. doi:10.1006/jado.2001.0445
  • Kalil, A., Ryan, R., & Corey, M. (2012). Diverging destinies: Maternal education and the developmental gradient in time with children. Demography, 49(4), 1361–1383. doi: 10.1007/s13524-012-0129-5
  • Kuncel, N. R., Credé, M., & Thomas, L. L. (2005). The validity of self-reported grade point averages, class ranks, and test scores: A meta-analysis and review of the literature. Review of Educational Research, 75(1), 63–82. doi: 10.3102/00346543075001063
  • Leppel, K., Williams, M. L., & Waldauer, C. (2001). The impact of parental occupation and socioeconomic status on choice of college major. Journal of Family and Economic Issues, 22(4), 373–394. doi: 10.1023/A:1012716828901
  • Maltese, A. V., & Tai, R. H. (2010). Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32(5), 669–685. doi: 10.1080/09500690902792385
  • Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907. doi:10.1002/sce.20441
  • Mau, W. C., & Bikos, L. H. (2000). Educational and vocational aspirations of minority and female students: A longitudinal study. Journal of Counseling & Development, 78(2), 186–194. doi: 10.1002/j.1556-6676.2000.tb02577.x
  • Moakler, M. W., & Kim, M. M. (2014). College major choice in STEM: Revisiting confidence and demographic factors. The Career Development Quarterly, 62(2), 128–142. doi:10.1002/j.2161-0045.2014.00075.x
  • National Academy of Sciences. (2007). Rising above the gathering storm: Energizing and employing America for a brighter future. Retrieved January 19, 2012, from http://www.nap.edu/catalog.php?record_id=11463
  • National Science Board. (2008). Science and engineering indicators 2008 (Vol. 1, NSB 08–01; Vol. 2, NSB 08–01A). Arlington, VA: National Science Foundation. Retrieved June 5, 2012, from http://www.nsf.gov/statistics/seind08/
  • National Science Board. (2010). Science and engineering indicators 2010. Arlington, VA: National Science Foundation. Retrieved June 5, 2012, from http://www.nsf.gov/statistics/seind10/
  • National Science Teachers Association. (1998). An NSTA position statement: Informal science education. Journal of College Science Teaching, 28(1), 17–18.
  • Nauert, R. (2008). Dominant parents influence child's passion. Psych Central. Retrieved from http://psychcentral.com/news/2008/09/19/dominant-parents-influence-childs-passion/2968.html
  • Niemi, R. G., & Smith, J. (2003). The accuracy of students’ reports of course taking in the 1994 National Assessment of Educational Progress. Educational Measurement: Issues and Practice, 22(1), 15–21. doi: 10.1111/j.1745-3992.2003.tb00112.x
  • Ojeda, L., & Flores, L. Y. (2008). The influence of gender, generation level, parents’ education level, and perceived barriers on the educational aspirations of Mexican American high school students. The Career Development Quarterly, 57(1), 84–95. doi: 10.1002/j.2161-0045.2008.tb00168.x
  • Pedhazur, E. J. (1997). Multiple regression in behavioral research: Explanation and prediction. New York, NY: Wadsworth.
  • Rennie, L., & McClafferty, T. (1995). Using visits to interactive science and technology centers, museums, aquaria, and zoos to promote learning in science. Journal of Science Teacher Education, 6(4), 175–185. doi: 10.1007/BF02614639
  • Riegle-Crumb, C., Moore, C., & Ramos-Wada, A. (2011). Who wants to have a career in science or math? Exploring adolescents’ future aspirations by gender and race/ethnicity. Science Education, 95(3), 458–476. doi:10.1002/sce.20431
  • Rubin, D. B. (1987). Multiple imputation for nonresponse in surveys. New York, NY: J. Wiley & Sons.
  • Russell, M. L., & Atwater, M. M. (2005). Traveling the road to success: A discourse on persistence throughout the science pipeline with African American students at a predominantly white institution. Journal of Research in Science Teaching, 42, 691–715. doi:10.1002/tea.20068
  • Scheffer, J. (2002). Dealing with missing data. Research Letters in the Information and Mathematical Sciences, 3, 153–160.
  • Simon, R. M., & Farkas, G. (2008). Sex, class, and physical science educational attainment: Portions due to achievement versus recruitment. Journal of Women and Minorities in Science and Engineering, 14(3), 269–300. doi: 10.1615/JWomenMinorScienEng.v14.i3.30
  • Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70–83. doi:10.1037/0012-1649.42.1.70
  • Sonnert, G. (2009). Parents who influence their children to become scientists: Effects of gender and parental education. Social Studies of Science, 39(6), 927–941. doi:10.1177/0306312709335843
  • Spera, C., Wentzel, K. R., & Matto, H. C. (2009). Parental aspirations for their children's educational attainment: Relations to ethnicity, parental education, children's academic performance, and parental perceptions of school climate. Journal of Youth and Adolescence, 38(8), 1140–1152. doi:10.1007/s10964-008-9314-7
  • Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2006). Planning early for careers in science. Science, 312, 1143–1144. doi: 10.1126/science.1128690
  • Tang, M., Fouad, N. A., & Smith, P. L. (1999). Asian Americans’ career choices: A path model to examine factors influencing their career choices. Journal of Vocational Behavior, 54(1), 142–157. doi: 10.1006/jvbe.1998.1651
  • Tiwari, J. L., & Terasaki, P. I. (1985). HLA and disease associations. Berlin: Springer Verlag.
  • Turner, S. L., Steward, J. C., & Lapan, R. T. (2004). Family factors associated with sixth-grade adolescents’ math and science career interests. The Career Development Quarterly, 53(1), 41–52. doi: 10.1002/j.2161-0045.2004.tb00654.x
  • Venville, G., Rennie, L., Hanbury, C., & Longnecker, N. (2013). Scientists reflect on why they chose to study science. Research in Science Education, 43(6), 2207–2233. doi:10.1007/s11165-013-9352-3
  • Young, D. J., Fraser, B. J., & Woolnough, B. E. (1997). Factors affecting student career choice in science: An Australian study of rural and urban schools. Research in Science Education, 27(2), 195–214. doi: 10.1007/BF02461316

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.