Quelle: Journal of women and minorities in science and engineering, Vol. 10 (2004) No. 2, S. 161-177
Inhalt: "Women today constitute over half of the U.S. population and almost half of its overall workforce, yet they make up less than a quarter of the science and engineering workforce. Many historical and social factors contribute to this discrepancy, and numerous individual, institutional, and governmental attempts have been made to redress it. However, many of the efforts to promote, include, and engage girls and women in science, technology, engineering, and mathematics (STEM) education and professions have been made in isolation. At Kansas State University, the authors have begun a systemic effort to increase the participation of girls and women in STEM. This article describes the creation and initial activities of a network of partners that includes universities, school districts, corporations, governmental agencies, and nonprofit organizations, assembled under the aegis of a project supported by funding from the National Science Foundation." (author's abstract)
CEWS Kategorie:Naturwissenschaft und Technik, Netzwerke und Organisationen
Dokumenttyp:Zeitschriftenaufsatz
Improving the graduate school experience for women in mathematics : the EDGE program
Autor/in:
Bozeman, Sylvia T.; Hughes, Rhonda J.
Quelle: Journal of women and minorities in science and engineering, Vol. 10 (2004) No. 3, S. 243-254
Inhalt: "For over a decade, Spelman College and Bryn Mawr College have collaborated on initiatives designed to increase the presence of women, with a special focus on women of color, in the upper ranks of mathematical science. The most recent initiative is the EDGE Program (Enhancing Diversity in Graduate Education), which addresses this challenge by attempting to decrease the loss of talent from U.S. graduate programs. To this end, the program provides structures that help women make successful transitions from undergraduate into graduate mathematics programs, redirect or refocus their ambitions when programs are inappropriate or unsuitable, and, ultimately, enable them to 'accumulate advantages' that will empower them and foster success in their careers. A broader goal of this program is to diversify the mathematics community by creating models for mathematics programs that allow people from all backgrounds and cultures to thrive, advance, and contribute to the profession." (author's abstract)
CEWS Kategorie:Naturwissenschaft und Technik, Bildung und Erziehung
Dokumenttyp:Zeitschriftenaufsatz
Image problems deplete the number of women in academic applicant pools
Autor/in:
Sears, Anna L.W.
Quelle: Journal of women and minorities in science and engineering, Vol. 9 (2003) No. 2, S. 169-181
Inhalt: "Despite near numeric parity in graduate schools, women and men in science and mathematics may not perceive the same opportunities for career success. Instead, female doctoral students' career ambitions may often be influenced by perceptions of irreconcilable conflicts between personal and academic goals. This article reports the results of a career goals survey of math and science doctoral students at the University of California, Davis. Fewer women than men began their doctoral programs seeking academic research careers. Of those who initially favored academic research, twice as many women as men downgraded these ambitions during graduate school. Women were more likely to feel geographically constrained by family ties and to express concern about balancing work and family, long work hours, and tenure clock inflexibility. These results partially explain why the percentage of women in academic applicant pools is often well below the number of Ph.D. recipients. The current barriers to gender equity thus cannot be completely ameliorated by increasing the number of women in the pipeline or by altered hiring practices, but changes must be undertaken to make academic research careers more flexible, family friendly, and attractive to women." (author's abstract)
Quelle: Journal of women and minorities in science and engineering, Vol. 9 (2003) No. 1, S. 89-102
Inhalt: "Many different programs have been designed to increase girls' interest in and exposure to science, mathematics, engineering, and technology (SMET). Two of these programs are discussed and contrasted in the dimensions of length, level of science content, pedagogical approach, degree of self- vs. parent-selected participants, and amount of communitybuilding content. Two different evaluation tools were used. For one program, a modified version of the University of Pittsburgh's undergraduate engineering attitude assessment survey was used. Program participants' responses were compared to those from a fifth grade, mixed-sex science class. The only gender difference found was in the area of parental encouragement. The girls in the special class were more encouraged to participate in SMET areas. For the second program, a new age-appropriate tool developed specifically for these types of programs was used, and the tool itself was evaluated. The results indicate that the new tool has construct validity. On the basis of these preliminary results, a long-term plan for the continued development of the assessment tool is outlined." (author's abstract)
CEWS Kategorie:Naturwissenschaft und Technik, Frauen- und Geschlechterforschung
Dokumenttyp:Zeitschriftenaufsatz
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)|
Quelle: Journal of women and minorities in science and engineering, Vol. 8 (2002) No. 3-4, S. 285-303
Inhalt: "This article describes a study of the National Science Foundation's Program for Women and Girls (PWG) (now called the Program for Gender Equity in Science, Mathematics, Engineering, and Technology) conducted by the Urban Institute between 1998 and 2000. The study assessed the PWG's contributions to the field of science, mathematics, engineering, and technology (SMET) education and gender equity. The study found that the PWG successfully effected both positive, short-term changes in human capital and long-term changes in knowledge capital and social capital resources to improve equity in SMET." (author's abstract)
Taking stock: where we've been, where we are, where we're going
Autor/in:
Chu Clewell, Betriz; Campbell, Patricia B.
Quelle: Journal of women and minorities in science and engineering, Vol. 8 (2002) No. 3-4, S. 255-284
Inhalt: "Focusing on 'where we've been, where we are, and where we're going,' the authors examine minority women's and white women's progress in science, mathematics, engineering, and technology (SMET) over the past decade. Starting from an exploration of participation and achievement data, the authors move on to cover the theories behind SMET gender differences, including those based on testing, biology, social-psychology, and cognitive sciences. Looking at practice as well as theory, the authors explore the impacts that interventions and contextual influences, such as societal change and education reform, have had on efforts to achieve gender parity in SMET. The article concludes with the recommendation of logical next steps to preserve and expand the gains made by women in these fields." (author's abstract)
Gender attributions of science and academic attributes : an examination of undergraduate science, mathematics and technology majors
Autor/in:
Hughes, W. Jay
Quelle: Journal of women and minorities in science and engineering, Vol. 8 (2002) No. 1, S. 53-65
Inhalt: "Questionnaire data (n=297) examined the relationship between gender attributions of science and academic attributes for undergraduate science, mathematics, and technology majors from the perspective of gender schema theory. Female and male respondents perceived that (a) the role of scientist was sex typed as masculine, (b) their majors were more valuable for members of their gender than for those of the opposite gender, (c) their majors were more valuable for themselves than for members of their gender in general. Androgynous attributions of scientists and the value of one's major for women predicted value for oneself, major confidence, and career confidence, and masculine attributions of scientists predicted class participation for female respondents. Feminine attributions of scientists predicted graduate school intent; value for women predicted major confidence and subjective achievement, and value for men predicted value for oneself, course confidence, and career confidence for male respondents." (author's abstract)
CEWS Kategorie:Naturwissenschaft und Technik, Geschlechterverhältnis
Dokumenttyp:Zeitschriftenaufsatz
At the crossroads : women, science, and engineering
Autor/in:
Clewell, Beatriz; Burger, Carol J.
Quelle: Journal of women and minorities in science and engineering, Vol. 8 (2002) No. 3-4, S. 249 253
Inhalt: "This article introduces the articles featured in the August 2002 issue of the Journal of Women and Minorities in Science and Engineering; discusses the gap between boys' and girls' achievement in mathematics and the sciences; efforts to increase the representation of women in science, engineering and technology; and the progress of academic female scientists and engineers in the U.S. and Great Britain." (author's abstract)