Perceived gender interaction and course confidence among undergraduate science, mathematics,
and technology majors
Autor/in:
Hughes, W. Jay
Quelle: Journal of women and minorities in science and engineering, Vol. 6 (2000) No. 2, S. 155-167
Inhalt: "Questionnaire data (n=496) were used to examine the relationship between perceived
gender interaction in the classroom and course confidence for undergraduate science,
mathematics, and technology majors. Compared with male majors, female majors reported
significantly lower course confidence, recognition by and respect from instructors,
respect for female students from male peers, and confidence that course curricula
were gender-inclusive. Recognition by and respect from instructors explained 32% of
the variation in course confidence for female majors with female instructors; respect
from instructors explained 11% and 23% of the variation in course confidence for female
majors with male instructors and male majors with female instructors, respectively,
and instructor respect and academic achievement explained 26% of the variation in
course confidence for male majors with male instructors. Pedagogical implications
are discussed." (author's abstract)|
CEWS Kategorie:Naturwissenschaft und Technik, Frauen- und Geschlechterforschung
Dokumenttyp:Zeitschriftenaufsatz
Electronic communities : a forum for supporting women professionals and students in technical and scientific
fields
Autor/in:
Boyle Single, Peg; Muller, Carol B.; Cunningham, Christine M.; Single, Richard M.
Quelle: Journal of women and minorities in science and engineering, Vol. 6 (2000) No. 2, S. 115-129
Inhalt: "In this article, we report on electronic discussion lists (e-lists) sponsored by
MentorNet, the National Electronic Industrial Mentoring Network for Women in Engineering
and Science. Using the Internet, the MentorNet program connects students in engineering
and science with mentors working in industry. These e-lists are a feature of MentorNet's
larger electronic mentoring program and were sponsored to foster the establishment
of community among women engineering and science students and men and women professionals
in those fields. This research supports the hypothesis that electronic communications
can be used to develop community among engineering and science students and professionals
and identifies factors influencing the emergence of electronic communities (e-communities).
The e-lists that emerged into self-sustaining e-communities were focused on topic-based
themes, such as balancing personal and work life, issues pertaining to women in engineering
and science, and job searching. These e-communities were perceived to be safe places,
embraced a diversity of opinions and experiences, and sanctioned personal and meaningful
postings on the part of the participants. The e-communities maintained three to four
simultaneous threaded discussions and were sustained by professionals who served as
facilitators by seeding the e-lists with discussion topics. The e-lists were sponsored
to provide women students participating in MentorNet with access to groups of technical
and scientific professionals. In addition to providing benefits to the students, the
e-lists also provided the professionals with opportunities to engage in peer mentoring
with other, mostly female, technical and scientific professionals. We discuss the
implications of our findings for developing e-communities and for serving the needs
of women in technical and scientific fields." (author's abstract)|
Laboratory talk and women's retention rates in science
Autor/in:
Conefrey, Theresa
Quelle: Journal of women and minorities in science and engineering, Vol. 6 (2000) No. 3, S. 251-264
Inhalt: "Despite initiatives designed to increase women's participation in science, their
attrition rates remain high. To improve women's retention rates, this article proposes
a closer examination of the culture of science to discover what it is about it that
women might find uncomfortable, that could create a 'chilly climate' for them. A 2-year
ethnographic study of a university research laboratory group was conducted that identified
the group's communication style as problematic for some female members. A weekly meeting
was selected that exemplifies several of the dynamics of the communication style that
women at this laboratory had found problematic. An analysis of this meeting identified
specific features of the talk and examined research findings from the fields of language
and gender research and laboratory studies to explain why women might find these features
problematic." (author's abstract)|
CEWS Kategorie:Naturwissenschaft und Technik, Geschlechterverhältnis
Dokumenttyp:Zeitschriftenaufsatz
A successful program for women faculty and graduate students in natural sciences,
mathematics and engineering at the University of Nevada, Las Vegas
Autor/in:
Rees, Margaret N.; Amy, Penny; Jacobson, Ellen; Weistrop, Donna E.
Quelle: Journal of women and minorities in science and engineering, Vol. 6 (2000) No. 4, S. 313-330
Inhalt: "In 1991, a 6-year program was initiated at the University of Nevada, Las Vegas, to
stimulate the retention and promotion of women scientists, mathematicians, and engineers
and to support women graduate students in the same fields. The program included modest
financial support, mentoring, and networking opportunities for faculty and graduate
students. The results of the program suggest that such initiatives can increase the
number of women in science, mathematics, and engineering. Furthermore, with increasing
numbers, women faculty feel more comfortable in an institution. The presence of more
female mentors seems to have contributed to attracting and graduating more female
graduate students." (author's abstract)|
CEWS Kategorie:Studium und Studierende, Naturwissenschaft und Technik
Dokumenttyp:Zeitschriftenaufsatz
Career issues and laboratory climates : different challenges and opportunities for women engineers and scientists
Autor/in:
Rosser, Sue V.; Zieseniss, Mireille
Quelle: Journal of women and minorities in science and engineering, Vol. 6 (2000) No. 2, S. 1-20
Inhalt: "A survey of fiscal year 1997 POWRE (Professional Opportunities for Women in Research
and Education) awardees from the National Science Foundation revealed that women engineers
and scientists face similar issues, challenges, and opportunities and think that the
laboratory climate has similar impacts on their careers. Separating responses of women
scientists from those of women engineers revealed that 70% of both groups listed balancing
work with family responsibilities as the most difficult issue. Discrepancies in percentages
of women, coupled with differences among disciplinary and subdisciplinary cultures
within science, engineering, mathematics, and technology fields, complicate work climates
and their impact on women's careers. More frequently than women scientists, women
engineers listed issues such as (a) low numbers of women leading to isolation, (b)
lack of camaraderie and mentoring, (c) gaining credibility/respect from peers and
administrators, (d) time management, (e) prioritizing responsibilities due to disproportionate
demands, and (f) learning the rules of the game to survive in a male-dominated environment.
Women engineers also listed two positive issues more frequently than women scientists:
active recruitment/more opportunities for women and impact of successful women in
the profession. The small number of women engineers may explain these results and
suggests that it may be inappropriate to group them with other women scientists for
analysis, programs, and policies." (author's abstract)|