A paper by Ivana Jugović, Ph. D. entitled “Students’ gender-related choices and achievement in physics“, which was recently published in the Center for Educational Policy Studies journal, 7 (2), explores the role of motivation, gender roles and stereotypes in the explanation of students’ educational outcomes in a stereotypically male educational domain: physics. The research was conducted on a sample of 736 grammar school students from Zagreb, Croatia, and the results indicated girls’ lower self-concept of ability and lower expectancies of success in physics, compared to boys, in spite of their higher physics school grades. The practical implication of the research is the need to create gender-sensitive intervention programmes aimed at deconstructing the gender stereotypes and traditional gender roles that restrain students from choosing gender-non-stereotypical careers.

The article is fully available at the ISRZ Repository: http://idiprints.knjiznica.idi.hr/771/.