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Social and Self Processes Underlying Math and Science Achievement. New Directions for Child and Adolescent Development, Number 106. J–B CAD Single Issue Child & Adolescent Development

  • ID: 2243906
  • Book
  • January 2005
  • 96 Pages
  • John Wiley and Sons Ltd
In general, America′s students are not faring well in science and mathematics. The chapters in this volume employ novel conceptual and empirical approaches to investigate how social and individual factors interact to effect successful math and science achievement. Each of the chapters is solidly grounded in theory and provides new insight concerning the integration of student–level and contextual influences. Inclusion of youth from diverse socioeconomic and ethnic backgrounds is a salient feature of the volume.

This is the 106th volume of the Jossey–Bass quarterly report series New Directions for Child and Adolescent Development.

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Editors′ notes (pages 1 3)
Heather A. Bouchey and Cynthia E. Winston

Girls′ and boys′ developing interests in math and science: Do parents matter? (pages 5 21)
Janis E. Jacobs and Martha M. Bleeker

Gender intensification of peer socialization during puberty (pages 23 34)
Lisa M. Pettitt

Parents, teachers, and peers: Discrepant or complementary achievement socializers? (pages 35 53)
Heather A. Bouchey

Science success, narrative theories of personality, and race self complexity: Is pace represented in the identity construction of African American adolescents? (pages 55 77)
Cynthia E. Winston, David Wall Rice, Brandi J. Bradshaw, Derek Lloyd, Lasana T. Harris, Tanisha I. Burford, Gerard Clodimir, Karmen Kizzie, Kristin Joy Carothers, Vetisha McClair and Jennifer Burrell

Note: Product cover images may vary from those shown
Heather Bouchey
Cynthia Winston
Note: Product cover images may vary from those shown