Männlich dominierte Computerwelt : Wege von Frauen in die Informatik
Titelübersetzung:Male dominated computer world : paths for women to computer science
Autor/in:
Ripke, Marita
Quelle: Das Hochschulwesen : Forum für Hochschulforschung, -praxis und -politik, Jg. 59 (2011) H. 5, S. 162-171
Inhalt: "The lack of new students in the MINT subjects - particularly the lack of women - is a reason for numerous root cause analyzes. The author reviews this field from the opposite direction. In her article 'Male-dominated computer world - women's paths to informatics' she further unveils this phenomenon by analyzing biographies of women, who already found their way into computer science. In her biographical approach, the author has these women report on their motives for choosing informatics. There are many reasons why relatively few women are studying MINT subjects. As the author points out, social stereotypes play a major rote when choosing subjects. But causes can be found in learning theory as well. Students (and mostly female students) are impaired because teaching in science-related lessons often benefits serial learners, while holistic learners - to which the majority of students belong - have their difficulties with this kind of teaching. And since students use preferences and achievements in school to predict a possible success in their studies they turn away from MINT subjects." (author's abstract)
CEWS Kategorie:Geschlechterverhältnis, Naturwissenschaft und Technik, Berufsbiographie und Karriere, Studium und Studierende
Dokumenttyp:Zeitschriftenaufsatz
"Tausend Formeln und dahinter keine Welt" : eine geschlechtersensitive Studie zum Studienabbruch in den Ingenieurwissenschaften
Titelübersetzung:"Thousand formulas and no world" : a gender-sensitive study on dropout in engineering
Autor/in:
Derboven, Wibke; Winker, Gabriele
Quelle: Beiträge zur Hochschulforschung, Jg. 32 (2010) H. 1, S. 56-78
Inhalt: "Frauen sind immer noch unterrepräsentiert in den Ingenieurwissenschaften. Und dies, obwohl sie seit Jahrzehnten von den Hochschulen gezielt beworben werden. Weniger im Blick als mögliche Bewerberinnen haben Hochschulen die vielen Frauen, die ein technisches Studium beginnen und es ohne Abschluss enttäuscht wieder verlassen. Auf diese Problematik der hohen Studienabbrüche von Frauen in ingenieurwissenschaftlichen Studiengängen reagiert die in dem Artikel vorgestellte Studie, die vom Bundesministerium für Bildung und Forschung gefördert wurde. Insgesamt wurden 25 Studienabbrecherinnen sowie 15 Studienabbrecher der Ingenieurwissenschaften interviewt und knapp 700 Studienabbrechende beteiligten sich an einer Online-Befragung. Die Ergebnisse der Studie geben einen geschlechtersensitiven Blick auf die zentralen Studienkonflikte von Studienabbrechenden der Ingenieurwissenschaften. Ausgehend von den Ergebnissen der Studie werden geschlechtersensitive Gestaltungsvorschläge zur Erhöhung der Studierbarkeit ingenieurwissenschaftlicher Studiengänge entwickelt." (Autorenreferat)
Inhalt: "There are still less women than men graduating in engineering, despite the fact that higher education institutions have been actively recruiting them for several decades. Higher education institutions pay less attention, however, to the many women who enrol in engineering programmes and drop out before graduating. The article presents a study financed by the German Federal Ministry of Education and Research, reacting to the problem of high attrition rates among women in engineering programmes. A total of 25 women and 15 men who dropped out of engineering programmes were interviewed and some 700 dropouts took part in an online survey. The article provides a gender-sensitive view of the central conflicts faced by dropouts from engineering degrees and develops proposals for making engineering programmes more attractive and supportive." (author's abstract)
Informatikstudium in Österreich : Geschlechter-Zugänge und weibliches Drop-out
Titelübersetzung:Computer science studies (academic) in Austria : gender access points and female drop-out
Autor/in:
Schwanzer, Susanne
Quelle: Forum Wissenschaft, Jg. 26 (2009) Nr. 2, S. 41-44
Inhalt: Die Verfasserin erläutert Befunde einer 2008 durchgeführten Gender-Analyse an einer österreichischen Fachhochschule zu Geschlechter-Zugängen und weiblichen Drop-out bezüglich des Informatikstudiums. Frauen, die IT-Studiengänge wählen, bevorzugen jene, in denen andere als rein technische Inhalte ein Viertel bis ein Drittel des Kehrplans ausmachen. Die Abbruchquote liegt bei Frauen bei ca. 50 Prozent, bei Männern zwischen 20 und 25 Prozent. Hauptmotiv für den weiblichen Drop-out ist die Selbsteinschätzung, auf allen Dimensionen des Wissens und Könnens nicht mithalten zu können. Die Autorin findet eine Vielfalt von Erfolgsfaktoren für Frauen mit erfolgreichem Studienabschluss. Sie ermittelt "Informatik-Mythen", die die hohe Tendenz besitzen, geschlechtsspezifischen Ausschluss zu produzieren sowie Zugänge und Informationskanale zum IT-Studium. Daraus leitet sie die Forderung nach maßgeschneiderten Vorkursen sowie abgestimmten Tutorien und Lernpartnerschaften ab, um die Ausgangslage von Informatikstudentinnen zu verbessern. (ICC)
CEWS Kategorie:Studium und Studierende, Naturwissenschaft und Technik
Dokumenttyp:Zeitschriftenaufsatz
Karriere im Blick? : Ergebnisse einer Befragung von Studentinnen aus den Bereichen Technik und Wirtschaft
Titelübersetzung:Career in sight? : results of a survey of female students from the areas of technology and economics
Autor/in:
Habermann-Horstmeier, Lotte; Gerber, Sabrina; Trautwein, Esther; Wellmann, Dana
Quelle: Arbeit : Zeitschrift für Arbeitsforschung, Arbeitsgestaltung und Arbeitspolitik, Jg. 18 (2009) H. 2, S. 153-159
Inhalt: Nach einem Überblick über den einschlägigen Forschungsstand legen die Verfasserinnen Ergebnisse einer empirischen Untersuchung vor, für die 266 Studentinnen der Wirtschaftswissenschaften, der Ingenieurwissenschaften und der Informatik zum Thema "bewusste Karriereplanung" befragt wurden. Eine entsprechende Frage bejahten 43,8 % der Befragten. Eine bewusste Karriereplanung findet sich am häufigsten bei Befragten, die eine Berufstätigkeit im mittleren und oberen Managementbereich anstreben. Die meisten Frauen, die ins Top-Management streben, finden sich unter den Studentinnen im Frauen-Studiengang WirtschaftsNetze. Am niedrigsten war der Anteil in den konventionellen ingenieurwissenschaftlichen Fächern. (ICE2)
CEWS Kategorie:Berufsbiographie und Karriere, Studium und Studierende, Naturwissenschaft und Technik
Dokumenttyp:Zeitschriftenaufsatz
Closing the gender gap in technical disciplines : an investigative study
Autor/in:
Gokhale, Anu A.; Stier, Ken
Quelle: Journal of women and minorities in science and engineering, Vol. 10 (2004) No. 2, S. 30-39
Inhalt: "The goal of this study was to investigate the efficacy of curriculum and instructional techniques in a technical core course to create a more conducive learning environment for women. The technical core course introduced technology majors to mechanical systems, electronics, and fluid power principles through lectures and laboratory work. Female students already enrolled in the department and female alumnae of the program were surveyed. The students' responses to the survey showed that although the female participants in the study were pleased with the instructors, the curriculum, and the instruction they received, they had recommendations for modifying the instruction." (author's abstract)
CEWS Kategorie:Geschlechterverhältnis, Naturwissenschaft und Technik
Dokumenttyp:Zeitschriftenaufsatz
The benefits of mentoring for engineering students
Autor/in:
Wallace, Jean E.; Haines, Valerie A.
Quelle: Journal of women and minorities in science and engineering, Vol. 10 (2004) No. 4, S. 377-391
Inhalt: "The authors examined the benefits of mentoring for female and male engineering students and whether the benefits of mentoring differ depending on the sex of the mentor. Kram's framework of career development, psychosocial, and role-modeling functions was used to examine the benefits of mentoring for 1,069 engineering students. It was found that students with mentors were more socially integrated into their academic programs than students without mentors and that male mentors were more effective in this function than female mentors. Few students reported psychosocial benefits from being mentored, although female proteges reported more if they had female mentors. An unexpected finding for the role-modeling benefits was that mentored students reported less commitment to engineering careers than students without mentors. The authors close with a discussion of the implications of these findings and suggestions for future research in this area." (author's abstract)
CEWS Kategorie:Mentoring und Training, Naturwissenschaft und Technik
Dokumenttyp:Zeitschriftenaufsatz
Intending to stay : images of scientists, attitudes toward women, and gender as influences on persistence among science and engineering majors
Autor/in:
Wyer, Mary
Quelle: Journal of women and minorities in science and engineering, Vol. 9 (2003) No. 1, S. 1-16
Inhalt: "Contemporary research on gender and persistence in undergraduate education in science and engineering has routinely focused on why students leave their majors rather than asking why students stay. This study compared three common ways of measuring persistence-commitment to major, degree aspirations, and commitment to a science or engineering career-and emphasized factors that would encourage students to persist, including positive images of scientists and engineers, positive attitudes toward gender equity in science and engineering, and positive classroom experiences. A survey was administered in classrooms to a total of 285 female and male students enrolled in two required courses for majors. The results indicate that the different measures of persistence were sensitive to different influences but that students' gender did not interact with their images, attitudes, and experiences in predicted ways. The study concludes that an individual student's gender may be a more important factor in explaining why some female students leave their science and engineering majors than in explaining why others stay." (author's abstract)
CEWS Kategorie:Studium und Studierende, Naturwissenschaft und Technik
Dokumenttyp:Zeitschriftenaufsatz
Using ICT to improve the gender balance in engineering education
Autor/in:
Alha, Katarina; Gibson, Ivan S.
Quelle: European journal of engineering education : official journal of SEFI - European Society for Engineering Education, ESEE, Vol. 28 (2003) No. 2, S. 215-224
Inhalt: "This paper summarizes the activities, contents and overall outcomes of an international seminar organized jointly by two working groups of SEFI: the Working Group on Women in Engineering and the Working Group on Information and Communication Technologies. The seminar theme was 'Improving the gender balance in engineering education using ICT methods and contents' and was hosted by Oulu Polytechnic, Finland, 16-17 May 2002. In regard to ICT methods and contents, it is clear that the trend away from traditional teaching methods and a concentration on narrow technical contents is being replaced by a more holistic pedagogy that involves extensive use of ICT to provide both content and context of the material being learned by the student. The intrinsic advantages of ICT-based teaching are that it permits comprehensive use of resource-based learning, provides flexibility in learning and facilitates wide support for individual communication and networking. These features are particularly attractive to women." (author's abstract)
Pedagogical reform and college women's persistence in mathematics
Autor/in:
Strand, Kerry J.; Mayfield, M. Elizabeth
Quelle: Journal of women and minorities in science and engineering, Vol. 8 (2002) No. 1
Inhalt: "Significant gender differences persist in the election of mathematics courses and
math-related majors in college. Recent research suggests that part of the blame lies
with conventional pedagogical approaches and that alternative approaches emphasizing
practical applications, collaborative problem solving, and group work make mathematics
more understandable and appealing to all students, particularly women. Using questionnaires
administered to 355 traditional-age female college students, the authors examined
the relationship between alternative teaching strategies in high school mathematics
classes and two categories of outcome variables: mathematics-related attitudes and
mathematics persistence in college. Multivariate analysis showed that experience with
this so-called female-friendly pedagogy is positively related to students' math-related
attitudes and that these attitudes predict math persistence in college. However, the
authors' data also indicate that alternative teaching strategies have no discernible
direct effect on students' choices of mathematics courses or mathrelated." (author's
abstract)|
CEWS Kategorie:Studium und Studierende, Naturwissenschaft und Technik
Dokumenttyp:Zeitschriftenaufsatz
Mathematicians, attributional complexity and gender
Autor/in:
Stalder, Daniel R.
Quelle: Journal of women and minorities in science and engineering, Vol. 8 (2002) No. 2
Inhalt: "Given indirect indications in sex role and soda! psychology research that mathematical-deductive
reasoning may negatively relate to social acuity, Study 1 investigated whether mathematicians
were less attributionally complex than nonmathematicians. Study 1 administered the
Attributional Complexity Scale, a measure of social acuity, to female and male faculty
members and graduate students in four Midwestern schools. Atlrihutional complexity
(AC) is the ability and motivation to give complex explanations for behavior. Study
1 found a significant interaction between field and gender. Only among women did mathematicians
score lower on AC. In addition, an established gender difference in AC (that women
score higher than men) was present only among nonmathematicians. Studies 2 and 3 offered
some preliminary support for the possibility that it is generally female students
who score tow on AC who aspire to he mathematicians and for the underlying view that
female students' perceived similarity to mathematicians can influence their vocational
choices." (author's abstract)|