Predictors of Self-confidence among Girls and Boys Attending College Preparatory Schools Prior to Initial Chemistry Instruction [Praediktoren des Selbstvertrauens von Maedchen und Jungen vor dem erstmaligen Chemieunterricht am Gymnasium]

Both in academic chemistry programs and in career fields which demand knowledge in the area of chemistry, one finds that, in general, girls and women are underrepresented. They often have poorer grades, demonstrate lower levels of self-confidence and report higher levels of anxiety. The exact causes of these gender differences are not yet fully understood. The current work is based on the assumption that gender differences in chemistry relevant variables can be identified as a consequence of gender specific socialization processes already existent before introductory chemistry courses. In the present research, the self-confidence levels of male and female students was of particular interest. In fact, within a study of 379 8th grade boys and girls attending a college preparatory school, it could be shown that even at this early point in time, whereby experiences with chemistry instruction had not yet been made, girls had significantly lower levels of self-confidence regarding chemistry than boys. Several explanatory approaches are examined and pedagogic consequences are proposed.