The Bangladesh gender gap in education : biased intra-household educational expenditures

By investigating the educational expenditure of children over the ten years (2000 to 2010), we evaluate whether there exists any gender specific discrepancy at the household level and the trend of such discrepancy over the years. Using three rounds of nationally representative Household Income & Expenditure Surveys this study reveals that households spend less on education for their school-going girls compared to boys. By disaggregating the total expenditure into fixed and variable components, we find persistent gender imbalance in educational expenditure where households provide better quality of education for boys. Moreover, we find that gender based discrepancy has a very persistent trend and does not show any significant sign of narrowing the gap over the years. Cohort wise difference-in-difference estimation also reveals that the gap has initially widened and later converged but has not diminished beyond the initial level of discrepancy, which may warrant targeted policy intervention.

Kinetics of color center formation in silica irradiated with swift heavy ions: Thresholding and formation efficiency

We have determined the cross-section σ for color center generation under single Br ion impacts on amorphous SiO2. The evolution of the cross-sections, σ(E) and σ(Se), show an initial flat stage that we associate to atomic collision mechanisms. Above a certain threshold value (Se > 2 keV/nm), roughly coinciding with that reported for the onset of macroscopic disorder (compaction), σ shows a marked increase due to electronic processes. In this regime, a energetic cost of around 7.5 keV is necessary to create a non bridging oxygen hole center-E′ (NBOHC/E′) pair, whatever the input energy. The data appear consistent with a non-radiative decay of self-trapped excitons.

Developmental Expression of Kv Potassium Channels at the Axon Initial Segment of Cultured Hippocampal Neurons

Axonal outgrowth and the formation of the axon initial segment (AIS) are early events in the acquisition of neuronal polarity. The AIS is characterized by a high concentration of voltage-dependent sodium and potassium channels. However, the specific ion channel subunits present and their precise localization in this axonal subdomain vary both during development and among the types of neurons, probably determining their firing characteristics in response to stimulation. Here, we characterize the developmental expression of different subfamilies of voltage-gated potassium channels in the AISs of cultured mouse hippocampal neurons, including subunits Kv1.2, Kv2.2 and Kv7.2. In contrast to the early appearance of voltage-gated sodium channels and the Kv7.2 subunit at the AIS, Kv1.2 and Kv2.2 subunits were tethered at the AIS only after 10 days in vitro. Interestingly, we observed different patterns of Kv1.2 and Kv2.2 subunit expression, with each confined to distinct neuronal populations. The accumulation of Kv1.2 and Kv2.2 subunits at the AIS was dependent on ankyrin G tethering, it was not affected by disruption of the actin cytoskeleton and it was resistant to detergent extraction, as described previously for other AIS proteins. This distribution of potassium channels in the AIS further emphasizes the heterogeneity of this structure in different neuronal populations, as proposed previously, and suggests corresponding differences in action potential regulation.

Distribution of indole-3-acetic acid in Petunia hybrida shoot tip cuttings and relationship between auxin transport, carbohydrate metabolism and adventitious root formation.

To determine the contribution of polar auxin transport (PAT) to auxin accumulation and to adventitious root (AR) formation in the stem base of Petunia hybrida shoot tip cuttings, the level of indole-3-acetic acid (IAA) was monitored in non-treated cuttings and cuttings treated with the auxin transport blocker naphthylphthalamic acid (NPA) and was complemented with precise anatomical studies. The temporal course of carbohydrates, amino acids and activities of controlling enzymes was also investigated. Analysis of initial spatial IAA distribution in the cuttings revealed that approximately 40 and 10% of the total IAA pool was present in the leaves and the stem base as rooting zone, respectively. A negative correlation existed between leaf size and IAA concentration. After excision of cuttings, IAA showed an early increase in the stem base with two peaks at 2 and 24h post excision and, thereafter, a decline to low levels. This was mirrored by the expression pattern of the auxin-responsive GH3 gene. NPA treatment completely suppressed the 24-h peak of IAA and severely inhibited root formation. It also reduced activities of cell wall and vacuolar invertases in the early phase of AR formation and inhibited the rise of activities of glucose-6-phosphate dehydrogenase and phosphofructokinase during later stages. We propose a model in which spontaneous AR formation in Petunia cuttings is dependent on PAT and on the resulting 24-h peak of IAA in the rooting zone, where it induces early cellular events and also stimulates sink establishment. Subsequent root development stimulates glycolysis and the pentosephosphate pathway

O PIBID - Programa Institucional de Bolsas de Iniciação à Docência e a crise das Licenciaturas: o caso de um Curso de Pedagogia a Distância

Tendo em vista a atual crise das licenciaturas, especialmente em termos da pouca atratividade que a formação para a docência vem apresentando em nosso contexto educacional e, considerando, ainda, as críticas sobre a fragilidade da formação inicial de professores ocorrer na modalidade a distância (no caso, o curso de Pedagogia), o PIBID - Programa Institucional de Bolsas de Iniciação à Docência surge como uma política de incentivo e valorização do magistério com o propósito de contribuir para uma formação mais sólida e articulada em termos da relação teoria-prática, especialmente pela proximidade que favorece aos alunos bolsistas, com o cotidiano escolar – este é o foco desta investigação que teve por objetivos: refletir sobre o histórico da formação docente em interface com a desvalorização do magistério que, consequentemente, levou à crise das licenciaturas e, a partir disso, analisar a proposição do PIBID como uma política pública para o enfrentamento desta crise; analisar as representações de bolsistas do PIBID, de um curso de Pedagogia a distância, sobre a experiência que estão tendo, e se ela contribui, no caso dos licenciandos, para o fortalecimento da escolha pela carreira docente; verificar as contribuições do programa para a formação dos licenciandos, dos supervisores (professores das escolas públicas parceiras) e do coordenador de área e se este oportuniza uma complementação na preparação para o exercício da docência. A pesquisa realizou uma revisão da literatura sobre a crise das licenciaturas e o contexto do aparecimento do PIBID, bem como sobre a formação de professores ocorrer na modalidade a distância, tendo como referencial teórico autores como Libâneo (1998), Gatti e Barreto (2009), Bahia e Duran (2011), Scheibe (2006), Sommer (2010), FCC (2009), Tardif (2005). Realizou, também, uma pesquisa de campo que teve como sujeitos sete bolsistas do PIBID de um curso de Pedagogia a distância (de uma instituição de ensino superior, particular, de São Paulo), sendo: quatro licenciandas, duas supervisoras e uma coordenadora de área do subprojeto. Foram aplicados dois instrumentos para a coleta de dados: um questionário para o delineamento do perfil dos sujeitos e a realização de entrevistas de aprofundamento. As reflexões realizadas a partir da revisão da literatura e das análises dos dados coletados junto aos sujeitos indicam que: em relação à proposição da formação inicial de professores a distância, esta denota maiores críticas, diferentemente da formação continuada de professores a distância, que apresenta uma maior aceitabilidade; em relação ao PIBID, os estudos vêm apontando a positividade das diversas experiências que vêm se desenvolvendo no território nacional e que denotam um trabalho articulado entre teoria e prática, bem como no resgate da identidade docente, com uma ênfase na valorização, inserção e permanência dos licenciandos nos seus cursos; as representações dos sujeitos investigados sobre a experiência que estão tendo com o PIBID apontam para: o reconhecimento de que o Programa garante, efetivamente, a reflexão e vivência entre a teoria e prática; a contribuição para a aquisição de maior segurança na relação com os alunos das escolas parceiras e também no desenvolvimento das atividades práticas; a certeza e/ou convicção de que realmente querem ser professoras

Flickering fusion pores comparable with initial exocytotic pores occur in protein-free phospholipid bilayers

For the act of membrane fusion, there are two competing, mutually exclusive molecular models that differ in the structure of the initial pore, the pathway for ionic continuity between formerly separated volumes. Because biological “fusion pores” can be as small as ionic channels or gap junctions, one model posits a proteinaceous initial fusion pore. Because biological fusion pore conductance varies widely, another model proposes a lipidic initial pore. We have found pore opening and flickering during the fusion of protein-free phospholipid vesicles with planar phospholipid bilayers. Fusion pore formation appears to follow the coalescence of contacting monolayers to create a zone of hemifusion where continuity between the two adherent membranes is lipidic, but not aqueous. Hypotonic stress, causing tension in the vesicle membrane, promotes complete fusion. Pores closed soon after opening (flickering), and the distribution of fusion pore conductance appears similar to the distribution of initial fusion pores in biological fusion. Because small flickering pores can form in the absence of protein, the existence of small pores in biological fusion cannot be an argument in support of models based on proteinaceous pores. Rather, these results support the model of a lipidic fusion pore developing within a hemifused contact site.

Characterization of Cell–Matrix Adhesion Requirements for the Formation of Fascin Microspikes

Cell adhesion to thrombospondin-1 (TSP-1) correlates with assembly of cell–substratum contact structures that contain fascin microspikes. In this analysis, cell-matrix requirements for assembly of fascin microspikes were examined in detail. In six cell lines, cell spreading on a TSP-1 substratum correlated with expression of fascin protein and formation of fascin microspikes. Microspikes were not formed by H9c2 cells adherent on fibronectin, vitronectin, collagen IV, or platelet factor 4. However, both fascin microspikes and focal contacts were assembled by cells adherent on laminin-1. Using mixed substrata containing different proportions of TSP-1, and fibronectin, fascin microspike formation by H9c2 and C2C12 cells was found to be reduced on substrata containing 25% fibronectin and abolished on substrata containing 75% fibronectin. Adhesion to intermediate mixtures of TSP-1 and fibronectin resulted in coassembly of fascin microspikes and focal contacts, colocalization of fascin with actin stress fiber bundles and altered distributions of β1 integrins, cortical α-actinin, and tropomyosin. In cells adherent on 50% TSP-1:50% fibronectin, GRGDSP peptide treatment decreased focal contact assembly and altered cytoskeletal organization but did not inhibit microspike assembly. Treatment with chondroitin sulfate A or p-nitrophenol β-d-xylopyranoside decreased microspike formation and modified cytoskeletal organization but did not inhibit focal contact formation. In polarized migratory and postmitotic C2C12 cells, fascin microspikes and ruffles were localized at leading edges and TSP matrix deposition was also concentrated in this region. Depletion of matrix TSP by heparin treatment correlated with decreased microspike formation and cell motility. Thus, the balance of adhesive receptors ligated at the cell surface during initial cell–matrix attachment serves to regulate the type of substratum adhesion contact assembled and subsequent cytoskeletal organization. A role for fascin microspikes in cell motile behavior is indicated.

An initial ATP-independent step in the unwinding of a herpes simplex virus type I origin of replication by a complex of the viral origin-binding protein and single-strand DNA-binding protein

Using a spectrophotometric assay that measures the hyperchromicity that accompanies the unwinding of a DNA duplex, we have identified an ATP-independent step in the unwinding of a herpes simplex virus type 1 (HSV-1) origin of replication, Oris, by a complex of the HSV-1 origin binding protein (UL9 protein) and the HSV-1 single-strand DNA binding protein (ICP8). The sequence unwound is the 18-bp A + T-rich segment that links the two high-affinity UL9 protein binding sites, boxes I and II of Oris. P1 nuclease sensitivity of Oris and single-strand DNA-dependent ATPase measurements of the UL9 protein indicate that, at 37°C, the A + T-rich segment is sufficiently single stranded to permit the binding of ICP8. Binding of the UL9 protein to boxes I and II then results in the formation of the UL9 protein–ICP8 complex, that can, in the absence of ATP, promote unwinding of the A + T-rich segment. On addition of ATP, the helicase activity of the UL9 protein–ICP8 complex can unwind boxes I and II, permitting access of the replication machinery to the Oris sequences.

Blockade of action potential activity alters initial arborization of thalamic axons within cortical layer 4.

In the formation of connections during the development of the nervous system, it is generally accepted that there is an early phase not requiring neural activity and a later activity-dependent phase. The initial processes of axonal pathfinding and target selection are not thought to require neural activity, whereas the later fine-tuning of connections into their final adult patterns does. We report an apparent exception to this rule in which action potential activity seems to be required very early in development for thalamic axons to form appropriate patterns of terminal arborizations with their ultimate target neurons in layer 4 of the cerebral cortex. Blockade of sodium action potentials during the 2-week fetal period when visual thalamic axons initially grow into the primary visual cortex in cats prevents the normally occurring branching of lateral geniculate nucleus axons within layer 4. This observation implies a role for action-potential activity in cerebral cortical development far earlier than previously suspected, weeks before eye-opening and the onset of the well-known process of activity-dependent reorganization of axonal terminal arbors that leads to the formation of ocular dominance columns.

Enzyme-catalyzed synthesis of poly[(R)-(-)-3-hydroxybutyrate]: formation of macroscopic granules in vitro.

A combined chemical and enzymatic procedure has been developed to synthesize macroscopic poly[(R)-(-)-3-hydroxybutyrate] (PHB) granules in vitro. The granules form in a matter of minutes when purified polyhydroxyalkanoate (PHA) synthase from Alcaligenes eutrophus is exposed to synthetically prepared (R)-3-hydroxybutyryl coenzyme A, thereby establishing the minimal requirements for PHB granule formation. The artificial granules are spherical with diameters of up to 3 microns and significantly larger than their native counterparts (0.5 micron). The isolated PHB was characterized by 1H and 13C NMR, gel-permeation chromatography, and chemical analysis. The in vitro polymerization system yields PHB with a molecular mass > 10 x 10(6) Da, exceeding by an order of magnitude the mass of PHAs typically extracted from microorganisms. We also demonstrate that the molecular mass of the polymer can be controlled by the initial PHA synthase concentration. Preliminary kinetic analysis of de novo granule formation confirms earlier findings of a lag time for the enzyme but suggests the involvement of an additional granule assembly step. Minimal requirements for substrate recognition were investigated. Since substrate analogs lacking the adenosine 3',5'-bisphosphate moiety of (R)-3-hydroxybutyryl coenzyme A were not accepted by the PHA synthase, we provide evidence that this structural element of the substrate is essential for catalysis.

O engajamento mútuo como elemento formativo de mediadores em espaços de educação não formal

Nota-se um crescimento constante da importância dos espaços de Educação Não Formal frente ao de Ensino de Ciências. Com isso, passa a ser imprescindível a presença de profissionais que promovam a interação da ciência com o público e, consequentemente, a formação dos mesmos para que possam atuar de maneira efetiva no desenvolvimento de atividades educativas nesses locais. Nesta perspectiva, este estudo de caso teve por finalidade analisar o processo de formação de mediadores de um espaço de Educação Não Formal de ciências, utilizando a perspectiva da teoria de Comunidades de Prática, elaborada por Jean Lave e Etienne Wenger. Mais especificamente, teve como objetivo analisar como o elemento engajamento mútuo, proposto pelos autores como um dos pontos fundamentais da participação dos membros de uma comunidade de prática, pode contribuir para a formação inicial de mediadores. Para realização dessa investigação, foi necessário, primeiramente, averiguar se o local de estudo escolhido - Estação Biologia (EB), projeto de extensão universitária vinculado ao Instituto de Biociências da Universidade de São Paulo, poderia ser considerado uma comunidade de prática, sendo necessária, para isso, a identificação de três elementos básicos: o repertório compartilhado, o engajamento mútuo e o empreendimento conjunto. Os dados coletados a partir de análises documentais, entrevistas gravadas semiestruturadas, filmagens e observações de visitas evidenciam que os três elementos básicos coexistem na EB, podendo, assim, ser considerada uma comunidade de prática. Nessa comunidade, às possibilidades de flexibilização de funções e o estabelecimento de negociações internas promovem o aumento do engajamento mútuo que está diretamente envolvido com a transformação de um mediador periférico em um mediador central, e consequentemente, com a sua formação tanto para atuar como mediador, quanto para atuar profissionalmente, seja na carreira de bacharelado ou de licenciatura. Isso pode ser afirmado visto que, ao aumentar o engajamento na prática da comunidade, esse mediador se apropria de conhecimentos que poderão ser usados dentro e fora da EB.

Satisfaction of clinical nurses with the formation of a university tutorial program

Degree in nursing from the Universitat Jaume I (UJI) maintains the continuity of learning with an integrated learning methodology (theory, simulated practice and clinical practice). The objective of this methodology is to achieve consistency between the knowledge, abilities and skills acquired in the classroom, laboratory and clinic to ensure skills related. Reference Nurse is a key figure in this process, you receive accredited training on Educational Methods, assessment of competence, and Evidence-Based Practice that plays the role of evaluating in conjunction with the subjects. It does not perceive economic remuneration. The main objective of this study is to determine the level of satisfaction of clinical nurses on the Nurses Training Program Reference in UJI (Castellon- Spain). A cross sectional study was performed and conducted on 150 nurses. 112 questionnaires were completed, collected and analysed at the end of training. The survey consists of 12 items measured with the Likert scale with 5 levels of response and two open questions regarding the positive and negative aspects of the course and to add in this formation. The training is always performed by the same faculty and it's used four sessions of 2012. We perform a quantitative analysis of the variables under study using measures of central tendency. The completion rate of the survey is 95.53% (n=107). Anonymity rate of 54,14% The overall satisfaction level of training was 3.65 (SD = 0.89) on 5 points. 54.2% (n = 58) of the reference nurses made a contribution in the open questions described in the overall results. The overall satisfaction level can be considered acceptable. It is considered necessary to elaborate a specific survey to detect areas of improvement of nurse training program reference and future recruitment strategies. The main objective of the present work is the selection and integration of different methodologies among those applicable within the framework of the European Higher Education Area to combine teaching methods with high implication from both lecturers and students.

L’importance du rendement, du soutien des adultes, des attentes de réussite et de la valeur accordée aux mathématiques dans les choix de filières de formation préuniversitaire des étudiantes issues des séquences de mathématiques enrichies

La présente étude s’intéresse aux choix de filières de formation des filles comparées aux garçons. La présence des filles dans les filières de formation dans le domaine des sciences, de la technologie, du génie et de la mathématique (STGM) est moins importante que celle des garçons. Ce fait est documenté dans la plupart des pays industrialisés (OCDE, 2013). Les décideurs sont préoccupés par cette sous-représentation des filles et des femmes dans ces domaines et s’affairent à comprendre le phénomène, dans le but d’agir pour changer la situation (Drouin et al., 2008; MCCCF, 2011). Or, les facteurs d’influence pour expliquer cet écart entre les garçons et les filles sont nombreux et ne font pas l’objet d’un consensus dans la littérature (Ceci et al., 2009). Toutefois, plusieurs s’entendent pour dire que les mathématiques, importantes dans les profils de formation en STGM, et la façon dont les filles les perçoivent pourraient expliquer, en partie, leurs choix (Rowan-Kenyon et al., 2012 et Wang et al., 2013). Ces auteurs ont aussi suggéré que le contexte social et les croyances des filles au sujet des mathématiques seraient déterminants dans le processus de choix impliquant cette discipline. Un modèle théorique sociocognitif, inspiré par les travaux de Lent et al, (1994-2006), expliquant le processus de choix scolaires et professionnels a permis de conceptualiser les liens entre les déterminants socio-motivationnels spécifiques aux mathématiques. L’objectif général de la présente étude était de mieux documenter l’importance des mathématiques dans les choix de filières de formation menant aux carrières en STGM. Spécifiquement, nous avons examiné les relations entre le rendement en mathématiques, la perception des élèves quant au contexte social (soutien des parents et enseignants), leurs attentes de réussite, la valeur qu’ils accordent aux mathématiques (sentiment d’autoefficacité, anxiété, perception de l’utilité et intérêt) et les choix de filières de formation générale après leur secondaire (sciences humaines sans mathématiques, sciences humaines avec mathématiques, sciences de la santé et sciences pures). Nous avons exploré les distinctions entre les filles et les garçons. Pour ce faire, 1129 élèves finissants ont été questionnés au sujet de leurs motivations en mathématiques et de leurs intentions de formation post-secondaire. Par la suite, une comparaison entre les 583 filles et les 543 garçons a été réalisée par des analyses de régression logistiques multinomiales. Les résultats montrent que plusieurs déterminants permettent de dégager des similitudes et des différences quant aux choix de filières de formation des filles et des garçons. D’abord, il semble que pour la plupart des élèves, filles ou garçons, un rendement élevé et un important soutien des enseignants tel que perçu par les élèves à la fin du secondaire est davantage lié aux choix de filières en sciences pures et en sciences de la santé qu’en sciences humaines avec ou sans mathématiques. Toutefois, le soutien des parents perçu est plus déterminant pour les filles qui choisissent les sciences de la santé que pour les garçons. Le soutien des enseignants perçu est plus déterminant pour les garçons qui choisissent les sciences humaines que pour les filles. Aussi, un faible sentiment d’autoefficacité en mathématiques serait associé au choix de filières en sciences humaines, alors qu’une forte anxiété en mathématiques chez les filles serait associée aux filières en sciences de la santé. Pour les garçons, c’est davantage l’intérêt en mathématiques qui est déterminant pour choisir la filière des sciences pures. La perception de l’utilité des mathématiques est déterminante à la fois pour les garçons et pour les filles qui choisissent les filières de sciences les menant à des carrières en STGM. En somme, nos résultats suggèrent que le soutien en mathématiques de la part des adultes significatifs, tel que perçu par les élèves, est moins prépondérant que les attentes de réussite (sentiment d’autoefficacité et anxiété) et la valeur accordée aux mathématiques (intérêt et utilité perçue) pour comparer les garçons et les filles dans leurs choix de filières. À la lumière des résultats obtenus, il nous semble que l’implantation de mesures, dans les milieux scolaires, pour renforcer le sentiment d’autoefficacité des jeunes filles en mathématiques et surtout pour diminuer leur taux d’anxiété dans cette matière serait une voie prometteuse pour atteindre la parité entre les garçons et les filles dans les filières en STGM.

L’importance du rendement, du soutien des adultes, des attentes de réussite et de la valeur accordée aux mathématiques dans les choix de filières de formation préuniversitaire des étudiantes issues des séquences de mathématiques enrichies

La présente étude s’intéresse aux choix de filières de formation des filles comparées aux garçons. La présence des filles dans les filières de formation dans le domaine des sciences, de la technologie, du génie et de la mathématique (STGM) est moins importante que celle des garçons. Ce fait est documenté dans la plupart des pays industrialisés (OCDE, 2013). Les décideurs sont préoccupés par cette sous-représentation des filles et des femmes dans ces domaines et s’affairent à comprendre le phénomène, dans le but d’agir pour changer la situation (Drouin et al., 2008; MCCCF, 2011). Or, les facteurs d’influence pour expliquer cet écart entre les garçons et les filles sont nombreux et ne font pas l’objet d’un consensus dans la littérature (Ceci et al., 2009). Toutefois, plusieurs s’entendent pour dire que les mathématiques, importantes dans les profils de formation en STGM, et la façon dont les filles les perçoivent pourraient expliquer, en partie, leurs choix (Rowan-Kenyon et al., 2012 et Wang et al., 2013). Ces auteurs ont aussi suggéré que le contexte social et les croyances des filles au sujet des mathématiques seraient déterminants dans le processus de choix impliquant cette discipline. Un modèle théorique sociocognitif, inspiré par les travaux de Lent et al, (1994-2006), expliquant le processus de choix scolaires et professionnels a permis de conceptualiser les liens entre les déterminants socio-motivationnels spécifiques aux mathématiques. L’objectif général de la présente étude était de mieux documenter l’importance des mathématiques dans les choix de filières de formation menant aux carrières en STGM. Spécifiquement, nous avons examiné les relations entre le rendement en mathématiques, la perception des élèves quant au contexte social (soutien des parents et enseignants), leurs attentes de réussite, la valeur qu’ils accordent aux mathématiques (sentiment d’autoefficacité, anxiété, perception de l’utilité et intérêt) et les choix de filières de formation générale après leur secondaire (sciences humaines sans mathématiques, sciences humaines avec mathématiques, sciences de la santé et sciences pures). Nous avons exploré les distinctions entre les filles et les garçons. Pour ce faire, 1129 élèves finissants ont été questionnés au sujet de leurs motivations en mathématiques et de leurs intentions de formation post-secondaire. Par la suite, une comparaison entre les 583 filles et les 543 garçons a été réalisée par des analyses de régression logistiques multinomiales. Les résultats montrent que plusieurs déterminants permettent de dégager des similitudes et des différences quant aux choix de filières de formation des filles et des garçons. D’abord, il semble que pour la plupart des élèves, filles ou garçons, un rendement élevé et un important soutien des enseignants tel que perçu par les élèves à la fin du secondaire est davantage lié aux choix de filières en sciences pures et en sciences de la santé qu’en sciences humaines avec ou sans mathématiques. Toutefois, le soutien des parents perçu est plus déterminant pour les filles qui choisissent les sciences de la santé que pour les garçons. Le soutien des enseignants perçu est plus déterminant pour les garçons qui choisissent les sciences humaines que pour les filles. Aussi, un faible sentiment d’autoefficacité en mathématiques serait associé au choix de filières en sciences humaines, alors qu’une forte anxiété en mathématiques chez les filles serait associée aux filières en sciences de la santé. Pour les garçons, c’est davantage l’intérêt en mathématiques qui est déterminant pour choisir la filière des sciences pures. La perception de l’utilité des mathématiques est déterminante à la fois pour les garçons et pour les filles qui choisissent les filières de sciences les menant à des carrières en STGM. En somme, nos résultats suggèrent que le soutien en mathématiques de la part des adultes significatifs, tel que perçu par les élèves, est moins prépondérant que les attentes de réussite (sentiment d’autoefficacité et anxiété) et la valeur accordée aux mathématiques (intérêt et utilité perçue) pour comparer les garçons et les filles dans leurs choix de filières. À la lumière des résultats obtenus, il nous semble que l’implantation de mesures, dans les milieux scolaires, pour renforcer le sentiment d’autoefficacité des jeunes filles en mathématiques et surtout pour diminuer leur taux d’anxiété dans cette matière serait une voie prometteuse pour atteindre la parité entre les garçons et les filles dans les filières en STGM.