Suchergebnisse

Dieses Kapitel gibt einen Überblick über Forschungsbefunde und Statistiken zu Berufskarrieren begabter Frauen. Da in Deutschland bislang keine Längsschnittstudien zu Berufsverläufen von als hochbegabt diagnostizierten Mädchen durchgeführt wurden, erfolgt zunächst ein Überblick über Studien aus dem englischsprachigen Raum. Anschließend werden Statistiken zu Partizipationsraten von Mädchen und Frauen in verschiedenen Talentdomänen, Bildungs- und beruflichen Hierarchieebenen in Deutschland dargestellt. Trotz vergleichbarer Begabung und teilweise besserer Noten, sind Frauen im MINT-Bereich (Mathematik, Informatik, Naturwissenschaften und Technik) und auf den oberen Führungsebenen immer noch deutlich seltener vertreten. Im Kapitel werden verschiedene Erklärungsansätze vorgestellt, die auf die individuelle Ebene fokussieren (Motivation, Interesse, Vertrauen in die eigenen Fähigkeiten, Attributionen). Anschließend erfolgt ein Überblick über kontextuelle Erklärungsmodelle, die neben individuellen Unterschieden auch andere Faktoren wie Stereotype, Erwartungen, Beurteilungen Dritter, Gelegenheitsstrukturen oder soziale Normen bezüglich Erwerbstätigkeit und Familienaktivitäten mit einbeziehen. Zum Abschluss werden aus der Forschungsliteratur bekannte Interventionsansätze diskutiert, die trotz ihrer positiven Wirkung von Politik und Wirtschaft bislang kaum Beachtung finden. (DIPF/Orig.).;;;This chapter supplies an overview of research findings and statistics published on the professional careers pursued by gifted women. Since no longitudinal studies on the career paths followed by girls diagnosed as highly gifted have been published in Germany to date, this chapter starts off with studies conducted in the English language area. Following this, statistics are presented which depict the participation rates for girls and women in various talent domains, as well as their presence on the upper tiers of educational and corporate hierarchy structures in Germany. Despite comparable talent levels and, to some extent, better grades, women are still significantly under-represented in STEM and on upper management levels. This chapter discusses various approaches taken to explain the differences in these participation rates. First we look at approaches where the focus is on the individual (motivation, interest, self-confidence in one's own abilities, talents, attributions). Subsequently we review a series of context-driven, explanatory models which consider factors other than individual differences, such as stereotyping, expectations, third-party judgements, opportunity structures and social norms referencing occupation and/or family activities. In conclusion, we discuss interventional approaches that have been established through investigative research. (DIPF/Orig.).

AbstractFinger counting is widely considered an important step in children's early mathematical development. Presumably, children's ability to move their fingers during early counting experiences to aid number representation depends in part on their early fine motor skills (FMS). Specifically, FMS should link to children's procedural counting skills through consistent repetition of finger‐counting procedures. Accordingly, we hypothesized that (a) FMS are linked to early counting skills, and (b) greater FMS relate to conceptual counting knowledge (e.g., cardinality, abstraction, order irrelevance) via procedural counting skills (i.e., one–one correspondence and correctness of verbal counting). Preschool children (N = 177) were administered measures of procedural counting skills, conceptual counting knowledge, FMS, and general cognitive skills along with parent questionnaires on home mathematics and fine motor environment. FMS correlated with procedural counting skills and conceptual counting knowledge after controlling for cognitive skills, chronological age, home mathematics and FMS environments. Moreover, the relationship between FMS and conceptual counting knowledge was mediated by procedural counting skills. Findings suggest that FMS play a role in early counting and therewith conceptual counting knowledge.