Abonnement à la biblothèque: Guest
Journal of Women and Minorities in Science and Engineering

Publication de 6  numéros par an

ISSN Imprimer: 1072-8325

ISSN En ligne: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

Indexed in

ADDRESSING THE GENDER GAP: A TEACHING AND LEARNING STRATEGY IN UNDERGRADUATE SCIENCE COURSES

Volume 14, Numéro 4, 2008, pp. 361-376
DOI: 10.1615/JWomenMinorScienEng.v14.i4.20
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RÉSUMÉ

Women in U.S. higher education institutions have made significant gains in science, technology, engineering, and mathematics (STEM) fields but are still significantly underrepresented and face unique barriers compared to men. We conducted a classroom study to test whether a small curricular and pedagogical change - a rubric - benefits female undergraduates in introductory science courses that are gateways into STEM programs. Survey data were collected on 349 students from five science classes at a midsize public research university. Based on 14 items, three indices were created: scientific beliefs, scientific motivation, and scientific thinking and learning. The regression results show clearly that a rubric significantly assists female undergraduates with all three indices. The rubric was especially beneficial to female undergraduates who were also STEM majors. We argue, then, that pedagogical treatments such as rubrics can make STEM more inclusive and help reduce existing gender inequities.

CITÉ PAR
  1. Chatterjee Amreeta, Letaw Lara, Garcia Rosalinda, Reddy Doshna Umma, Choudhuri Rudrajit, Kumar Sabyatha Sathish, Morreale Patricia, Sarma Anita, Burnett Margaret, Inclusivity Bugs in Online Courseware: A Field Study, Proceedings of the 2022 ACM Conference on International Computing Education Research V.1, 2022. Crossref

Prochains articles

Mitigating Barriers, Scaffolding Success: Institutional Supports for Black Undergraduate Women in Engineering Programs Meseret Hailu, Neelakshi Rajeev Tewari, Brooke Coley Underrepresented Students Pursuing Mathematics-Intensive Degrees: Changes after Transitioning to College Alison Marzocchi What do STEM Clubs do? The Effect of College Club Participation on Career Confidence and Gender Inclusion Guillermo Dominguez Garcia, Jennifer Glass Validating Practices and Messages that Promote Women’s Engineering Classroom Belongingness: An Intersectional Approach Dina Verdin, A Lili Castillo Examining the Role of Institutional Support on International Doctoral Women’s STEM Persistence and Mental Health Aisha Farra, Aashika Anantharaman, Sarah Swanson, Kerrie Wilkins-Yel, Jennifer Bekki, Nedim Yel, Ashley Randall, Bianca Bernstein Searching for safe space: Student veterans’ uneven pathways to STEM careers by race Brittany Hunt, Jae Hoon Lim Does Race, Ethnicity or Gender of the Mentor Affect Whether They Will be a “Good Mentor”? A Qualitative Analysis of Students’ Perceptions Reuben May, Christine Stanley, America Soto-Arzat, Jennifer Ackerman PSYCHOLOGICAL SAFETY AND TEAM MEMBER EFFECTIVENESS OF MINORITIZED STUDENTS IN ENGINEERING EDUCATION Behzad Beigpourian, Matthew Ohland Perceptions of Department Chair Roles and Responsibilities in Career Progression and Success of Women STEM Faculty Stephanie Jones, Patricia Ryan Pal “Barbed-Wire Boundaries”: Hidden Curriculum, First-Generation and Low-Income Engineering Students, and Internship Acquisition Jerry Yang, Joseph Towles, Sheri Sheppard, Sara Atwood “I Want to Make an Impact”: The Science Identity and Career Goals of Black and Latinx Science and Engineering Postdoctoral Scholars Sylvia Mendez, Kathryn Watson, Kathryn Starkey, Valerie Conley Care Work, Science Brokering, and Career Motivations: How Hispanic/Latinx Young Adults in STEM Express Social Agency during the COVID-19 Pandemic Angela Frederick, Angelica Monarrez, Danielle Morales Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment Cynthia Villarreal, Julie Posselt, Theresa Hernandez, Alexander Rudolph
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