Begell House Inc.
Journal of Women and Minorities in Science and Engineering
JWM
1072-8325
14
2
2008
COLLABORATION AS A MEANS TO BUILDING CAPACITY: RESULTS AND FUTURE DIRECTIONS OF THE NATIONAL GIRLS COLLABORATIVE PROJECT
119-140
10.1615/JWomenMinorScienEng.v14.i2.10
Rose M.
Marra
School of Information Science and Learning Technologies, University of Missouri, 303 Townsend Hall, Columbia, MO 65211
Karen
Peterson
Puget Sound Center for Teaching, Learning and Technology
Brenda
Britsch
Puget Sound Center for Teaching, Learning and Technology
The purpose of the National Girls Collaborative Project is to extend the capacity, impact, and sustainability of existing and evolving girl-serving STEM projects and programs. This paper describes the underpinnings and design of the National Girls Collaborative Project (NGCP) and posits that the structured collaboration framework this organization foments may be a necessary component for our field to move beyond our current levels of representation of women in science, technology, engineering, and mathematics (STEM). Initial results from the projects are described and related to nationwide efforts to increase women in STEM.
WOMEN AND THE ENGINEERING PROFESSION: THE STEREOTYPICAL ENGINEER
141-157
10.1615/JWomenMinorScienEng.v14.i2.20
Suzanne N.
Cory
St. Mary's University, USA
Bahman
Rezaie
St. Mary's University, USA
The paucity of female engineers has been a problem for years, and most universities suffer from a lack of women majoring in engineering. It is possible that the stereotypical image or perceived gender of engineers may deter young women from considering a career in the field. In order to determine whether 1st-year college students held perceptions regarding personality traits and probable gender of an engineer, a survey was developed based on the Personality Factor (PF) questionnaire originally developed by Cattell (1943). Results indicate that personality traits most often associated with engineers were primarily masculine. Also, engineers were most often expected to be male, especially by the females in this study. Perceived personality traits and the probable gender of engineers were compared to those of 5 other professions: accountants, lawyers, physicians, insurance broker/agents, and computer and information systems specialists. Several differences in perceived personality traits were found. In addition, engineers were perceived as more likely to be male than members of all of the other occupations studied except computer and information systems specialists. Possible approaches to begin altering young women's perceptions of personality traits and the probably gender of a stereotypical engineer are discussed.
GENDER, RACE, AND ETHNIC SEGREGATION OF SCIENCE FIELDS IN U.S. UNIVERSITIES
159-176
10.1615/JWomenMinorScienEng.v14.i2.30
Ann L.
Mullen
Department of Sociology, University of Toronto, Canada
Jayne
Baker
University of Toronto, Canada
Long-standing methods to depict the participation levels of underrepresented students in science remain incomplete. To remedy this, our study examines the gender and race segregation of math, science, and engineering fields in U.S. universities. We employ the index of dissimilarity to examine racial and gender segregation within science fields. We also examine representation at institutions of varying levels of selectivity. By considering multiple dimensions of participation, our findings uncover a greater level of complexity in the representation of women and minorities in science fields.
THE ACADEMIC SELF-CONCEPT OF AFRICAN AMERICAN AND LATINA(O) MEN AND WOMEN IN STEM MAJORS
177-203
10.1615/JWomenMinorScienEng.v14.i2.40
Lorelle L.
Espinosa
University of California, Los Angeles, USA
If we are to respond to the call for equity in the representation of minority men and women in science, technology, engineering, and math (STEM) disciplines, we must be concerned with those college experiences that impact students' sense of self. This study addresses the 4-year development of academic self-concept for African American and Latina(o) students graduating with STEM degrees, with an emphasis placed on gender differences. Ordinary Least Squares regression was utilized to explore predictors of academic self-concept for male and female students. Findings emphasize the paramount role of the college environment as compared to background and precollege characteristics. Significant predictors exclusive to women include having positive academic self-expectations and valuing group work in a classroom setting. Significant predictors for men include being given the opportunity to work on a professor's research project and finding satisfaction with science and math coursework.
THE GENDER DIFFERENCES: HISPANIC FEMALES AND MALES MAJORING IN SCIENCE OR ENGINEERING
205-223
10.1615/JWomenMinorScienEng.v14.i2.50
Susan Wightman
Brown
New Mexico State University, College of Education, USA
Documented by national statistics, female Hispanic students are not eagerly rushing to major in science or engineering. Using Seidman's in-depth interviewing method, 22 Hispanic students, 12 female and 10 male, majoring in science or engineering were interviewed. Besides the themes that emerged with all 22 Hispanic students, there were definite differences between the female and male Hispanic students: role and ethnic identity confusion, greater college preparation, mentoring needed, and the increased participation in enriched additional education programs by the female Hispanic students. Listening to these stories from successful female Hispanic students majoring in science and engineering, educators can make changes in our school learning environments that will encourage and enable more female Hispanic students to choose science or engineering careers.