Development, implementation, and evaluation of a science learning community for underrepresented students
Autor/in:
Garrett-Ruffin, Sherona; Martsolf, Donna S.
Quelle: Journal of women and minorities in science and engineering, Vol. 11 (2005) No. 2, S. 197-208
Inhalt: "Recruiting women, minorities, and first-generation students into the sciences, and retaining these students, is a challenge at many universities. Learning communities have been used in many university settings to promote the retention of students from the 1st to the 2nd year. The Science Learning Community (SLC) at Kent State University was developed to help minority and first-generation college students succeed in biology, chemistry, and nursing majors. Inaugurated in 2002, the SLC had 22 members in the first cohort and 22 members in the second. Each cohort lived in one residence hall, shared cocurricular activities - including mandatory study sessions and supplemental instruction, and attended the same sections of English and science classes during the 1st year. At the conclusion of year 1, retention rates for SLC students were compared to three control groups matched for gender, minority status, ACT score, and course registration. Students in the SLC were retained at a higher rate than control group members (82.6% compared with 73.7% for the first cohort; 81.8% compared with 79.3% for the second cohort) and expressed high satisfaction with the SLC experience during exit interviews." (author's abstract)
Science experiences among female athletes : race makes a difference
Autor/in:
Hanson, Sandra L.; Kraus, Rebecca S.
Quelle: Journal of women and minorities in science and engineering, Vol. 9 (2003) No. 3-4, S. 287-323
Inhalt: "Sport participation is increasingly seen as a resource with considerable physical, social, and academic benefits. As a new millennium begins with girls more visible in sport, an important question is whether all girls reap these benefits. Although general academic benefits of sport have been shown, the authors' earlier work showed that experience in the male sport domain benefits young women in the elite (often male) science curriculum. Competition, self-esteem, and other individual resources gained through sport are potential sources of success in the similarly competitive male realm of science. In this research, the authors used critical feminist theory to guide their examination of racial and ethnic variations in the relation between sport participation and science experiences for young women. Data from the nationally representative National Education Longitudinal Study were used to explore the impact of sport participation in the 8th and 10th grades on 10th grade science achievement (measured by science grades and standardized test scores) and course taking for African American, Hispanic, and White women. The findings revealed that sport participation has some positive consequences for the science experiences of each of the groups of women. It also has some negative consequences, although the positive consequences outnumber the negative consequences for Hispanic and White, but not African American, women. Sport in 10th grade, especially competitive varsity sport, is most likely to have positive consequences. The findings revealed that each of the groups experiences different routes to success in science, and sport participation is present at some level in each of these routes. A consideration of multiple areas of science experience is important for understanding the connections between race and ethnicity, sport, and science for young women. Unique sociocultural contexts are used to attempt to understand these findings, and implications are discussed." (author's abstract)
CEWS Kategorie:Frauen- und Geschlechterforschung, Studium und Studierende
Dokumenttyp:Zeitschriftenaufsatz
Gender differences in graduate students' perspectives on the culture of science
Autor/in:
Ferreira, Maria M.
Quelle: Journal of women and minorities in science and engineering, Vol. 9 (2003) No. 2, S. 119-135
Inhalt: "In this study, gender differences in graduate students' perspectives on the culture of science were examined in two graduate departments (biology and chemistry) at a large research university. Data from a survey questionnaire from 170 students and interviews with 32 of them indicated that the culture of science as experienced by the participants of this study was characterized by competition, a narrow focus, and a belief in objectivity. These perspectives were particularly common among the female students, who also perceived a role conflict between a successful career in science and having a family. The study shows that although women have greater access to careers in science, the culture of the scientific enterprise continues to be based on the masculine ideals of 17th-century England." (author's abstract)
CEWS Kategorie:Frauen- und Geschlechterforschung, Studium und Studierende
Dokumenttyp:Zeitschriftenaufsatz
A history of funding for women's programs at the national science foundation : from individual POWRE approaches to the advance of institutional approaches
Autor/in:
Rosser, Sue V.; O'Neil Lane, Eliesh
Quelle: Journal of women and minorities in science and engineering, Vol. 8 (2002) No. 3-4, S. 327-346
Inhalt: "The biennial reports on women, minorities, and persons with disabilities produced by the National Science Foundation (NSF) because of congressional mandate laid the statistical foundation for NSF initiatives to redress the underrepresentation of these groups. Programs established in the 1980s such as Research Opportunities for Women, Visiting Professorships for Women, Graduate Fellowships for Women, and Career Advancement Awards provided support to individual women for their research. In the 1990s, the NSF also began to focus on systemic initiatives, creating the Program for Women and Girls, although it continued to address the problem through support of individual researchers in the newly created Professional Opportunities for Women in Research and Education (POWRE) initiative. The responses from more than 400 awardees during the 4 years of POWRE provide insights into the current issues these women perceive surrounding their grants, funding, and interactions with NSF bureaucracy and staff members. The results of the POWRE survey support the institutional, systemic thrust of the NSF's new ADVANCE initiative to attempt to solve problems such as balancing career and family that cannot be addressed solely by supporting research projects of individual female scientists and engineers." (author's abstract)
CEWS Kategorie:Fördermaßnahmen, Studium und Studierende
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)|