Filtern
2001 (2)
Journal of women and minorities in science and engineering (2)
- Naturwissenschaft und Technik (2)
- Frauen- und Geschlechterforschung (1)
Studium und Studierende (2)
Filtern
Anzeige der Dokumente 1-2 von 2
"What are some of the barriers to women's achievement in postsecondary settings, particularly
in math and science? How can educators support the development of females to ensure
that they reach their potential? Nonintellectual factors may improve the prediction
of academic success beyond intellectual dispositions, and yet the typical coed university
is still a chilly climate for women. What other issues are occurring in the social
context for female students? This article explores the "cycle" of women's experience
of learning, focusing on students in an introductory math course and on preservice
teachers. Implications for graduate women students are also considered." (author's
abstract)|"This study attempts to identify determinants of the gender gap in science, math,
engineering, and technology (SMET) students' levels of self-confidence in math, science,
and overall academic ability. Results from multivariate regression analyses of 336
undergraduate engineering majors at the University of Washington (UW) who completed
the Engineering Student Experience Survey point to perceived respect from professors
as the strongest determinant of female academic self-confidence, whereas the perceived
quality of teaching is the strongest predictor among male students. Results from multivariate
regression analyses of the Undergraduate Retention Study, a longitudinal study of
nine cohorts of female undergraduates interested in SMET study at UW, support the
finding that female students' selfconfidence levels tend more than those of male students
to be influenced by external factors. Analyses also reveal the determinants of math
self-confidence to be different from factors that determine science self-confidence.
These factors are found to vary by class level as well." (author's abstract)|