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While the number of women in science, engineering, and math occupations has increased over the years, the technology career field has not reaped the same rewards. The goal of this correlation study was to learn the factors that women consider before deciding on a career in technology. The sample consisted of 106 Generation Z women in the United States between the ages of 18 to 25, in their first two years of postsecondary study, who had not chosen an IT program at a university offering information technology courses in degree programs. The findings revealed a stronger understanding of how women's learned experiences affect their career choices. The results from this study disclosed a strong relationship between gender bias, gender pay, and required courses in technology as reasons why these women did not choose a technology career field. [ABSTRACT FROM AUTHOR]

Abstract This study aimed to investigate the association between intrinsic and extrinsic motivation for the use of cognitive and metacognitive learning strategies in technologists. Possible differences in both constructs in terms of sex and course were also analyzed. Participants were 96 students from two technological courses at a public education institution in the state of São Paulo. The Motivation to Learn Scale for University Students and the Scale for Learning Strategies for University Students were used. The results showed the prevalence of intrinsic motivation and metacognitive strategies. The motivational orientations were positively related to cognitive and metacognitive strategies. There were no differences regarding gender, or the course attended. New studies should broaden the knowledge about the characteristics of this public, whose course curricula are directed toward inclusion in the labor market and include practical activities as a reality.

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Copyright of Psico-USF is the property of Universidade Sao Francisco, Programa de Pos-Graduacao Stricto Sensu em Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Federal legislation has attempted to move career and technical education (CTE) from a segregated component of the high school curriculum to an integrated element that jointly improves both academic and career readiness. However, concerns remain about the ability of CTE to improve academic learning. Using a nationally representative sample of high school students, we examine the relationship between CTE coursework and mathematics achievement in high school. Accounting for observed and unobserved characteristics of students, we find that CTE courses neither limit overall gains in mathematics learning nor the acquisition of basic and intermediate mathematics skills. Additionally, engineering and technology courses, a subset of CTE courses that incorporate quantitative reasoning, logic, and problem solving, are unrelated with math achievement. [ABSTRACT FROM PUBLISHER]