Parental Emotional Support, Science Self‐Efficacy, and Choice of Science Major in Undergraduate Women

Former participants in a high school enrichment program for girls interested in science careers were surveyed 1 to 2 years after high school graduation. After reporting their college major, they completed measures of science self‐efficacy and quality of emotional bonds with parents. Of the 41 women, 5 were not enrolled in college. Those actually majoring in science ( n = 23) reported significantly higher science self‐efficacy than those who were undecided or had chosen nonscicnce majors ( n = 13). Science self‐efficacy was significantly negatively associated with recollections of fathers as having been highly controlling and likely to use a “love withdrawal” parenting style.