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 Author: Hsiao-Ping Yu(Department of Special Education, National Taichung  University),Hsing-Tai Lin(Department of Special Education, National Taipei University of Education)

Vol.&No.：Vol. 55, No. 1
Date：March 2010
Pages：27-61
DOI：10.3966/2073753X2010035501002

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

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