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

A NEW LOOK AT THE INSTITUTIONAL IMPACT ON WOMEN IN POSTSECONDARY ENGINEERING EDUCATION 1966−2007

Volume 16, Numéro 2, 2010, pp. 177-197
DOI: 10.1615/JWomenMinorScienEng.v16.i2.60
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RÉSUMÉ

Postsecondary studies of women in the engineering disciplines tend to treat the issues of recruitment, retention, and density of female students as an overarching metric that affects all institutions equally. Samples of doctoral-granting institutions are often used as proxies to make projections regarding the field as a whole, and it is assumed that institutional gender segregation is largely an issue of the past. This study uses 40 years of US Department of Education data to explore how an institution’s Carnegie classification impacts several characteristics of its degree conferral behavior and reveals some surprising findings, such as only one half of all physics programs on average over the past 20 years awarding to women each year. Masters colleges are found to play an important role in the education of female students in certain majors, and institutional types and majors are found to be strongly stratified nationally based on their conferral patterns to women.

CITÉ PAR
  1. Wuhib Frehiwot W., Dotger Sharon, Why so few women in STEM: The role of social coping, 2014 IEEE Integrated STEM Education Conference, 2014. Crossref

  2. Gupta Namrata, Rethinking the relationship between gender and technology: a study of the Indian example, Work, Employment and Society, 29, 4, 2015. 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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