Abstract
The purpose of this study was to examine the relationships among sex and math/science career self-efficacy, interests, and consideration for disadvantaged students who participated in a precollege program. The findings indicate sex differences in self-efficacy for three math/science careers; no sex differences emerged for non-math/science careers. Results of regression analyses suggest that consideration of careers is most highly related to interest in the career. For females, confidence in meeting educational requirements was also shown to be related to consideration of a career.
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