Begell House Inc.
Journal of Women and Minorities in Science and Engineering
JWM
1072-8325
3
3
1997
GENDER AND ETHNIC DIFFERENCES IN THE EXPERIENCES, ACHIEVEMENTS, AND EXPECTATIONS OF SCIENCE AND ENGINEERING MAJORS
119-143
10.1615/JWomenMinorScienEng.v3.i3.10
Jerilee
Grandy
Educational Testing Service, Princeton, NJ
This project surveyed a stratified sample of college seniors who registered to take the Graduate Record Examinations (GRE) General Test in December 1990 and who were majoring in natural sciences, mathematics, computer sciences, and engineering (S/E). All were taking the GRE in the process of applying to graduate school. This article analyzes the GRE-file information and survey responses of the 771 male and 737 female students in the sample who planned to continue their S/E studies in graduate school. The sample showed a great many gender differences. Women earned lower test scores than did men. They rated many of their abilities lower, and expected to earn lower salaries. More women than men preferred a job working with people, and they placed a greater value on making a contribution to society. Women found their professors supportive and encouraging. Nearly twice as many women as men had a mother in a technical, mechanical, or scientific occupation. Differences among ethnic groups were more pronounced than differences between men and women. Although African-Americans had the lowest grades and test scores of any ethnic group, they had the highest salary expectations and the greatest optimism about their professional futures. Mexican-Americans had parents who, on average, had the least formal education. More than other ethnic groups, they appeared to find their undergraduate environments stressful. Asian-Americans were the least satisfied with their undergraduate experiences. Puerto Ricans had the greatest doubts about their chosen careers and expected the lowest salaries.
A COMMUNITY APPROACH TO LEARNING CALCULUS: FOSTERING SUCCESS FOR UNDERREPRESENTED ETHNIC MINORITIES IN AN EMERGING SCHOLARS PROGRAM
145-159
10.1615/JWomenMinorScienEng.v3.i3.20
Susan B.
Millar
Learning through Evaluation, Adaptation and Dissemination (LEAD) Center, University of Wisconsin-Madison, USA
Anne C.
Burda
Learning through Evaluation, Adaptation and Dissemination (LEAD) Center, University of Wisconsin-Madison, USA
Baine B.
Alexander
Learning through Evaluation, Adaptation and Dissemination (LEAD) Center, University of Wisconsin-Madison, USA
Failure to successfully complete gateway calculus courses often prevents ethnic minority students from pursuing science and engineering majors. Research suggests that this failure to succeed is caused more by social factors than attributes related to ability. This article presents the findings of an evaluation study of the Wisconsin Emerging Scholars (WES) Program, a nonremedial, multicultural workshop approach to learning calculus. Through its emphasis on community and collaboration, WES is a more culturally relevant approach to learning calculus and is designed to foster substantial participation of underrepresented ethnic minority students. The WES approach also helps to alleviate the problem of isolation and lack of support that ethnic minorities can face in a large, predominantly white university. Optimal program implementation creates a community of confident calculus learners who academically outperform traditional calculus students and who are better prepared to succeed in future science and engineering courses.
GENDER PATTERNS IN SCIENCE ATTITUDES AND ACHIEVEMENT: REPORT OF A LONGITUDINAL STUDY
161-184
10.1615/JWomenMinorScienEng.v3.i3.30
Elizabeth Dunkman
Riesz
Women in Science and Engineering (WISE) Program, The University of Iowa, 233 Jessup Hall, Iowa City, IA 52242
Terry F.
McNabb
Department of Education, Coe College, Cedar Rapids, IA 52402
Sandra L.
Stephen
Research, Evaluation and Planning, Cedar Rapids Community School District, 346 Second Avenue SW, Cedar Rapids, IA 52404
In the seventh and final year of a research and intervention project using role models to encourage female high school students in a target class to complete upper-level science courses, the Cedar Rapids (Iowa) Community School District conducted studies that (a) compared science credits earned by a baseline class with credits earned by the target class, (b) analyzed gender differences in science attitudes among the target class at grade twelve after having experienced role model intervention, and (c) examined to what extent science attitude variables were related to high levels of science course-taking, and whether these variables differed for males and females. In the baseline class, which graduated in 1991, significantly more males than females had earned high levels of science credit at graduation. However, in the target class, which graduated in 1995 and had experienced role model intervention, there were no significant gender differences in science credits earned. Some of the gender differences in science attitudes that had been present in the target class as ninth graders had diminished by the time the students reached twelfth grade. Although overall ability was related to students earning high levels of science credit, additional meaningful variables differed for males and females. Possible mechanisms through which role model intervention could be partly responsible for the changes in credits earned and in attitudes toward science are discussed.
FACTORS LEADING TO GAINS IN MATHEMATICS DURING THE FIRST YEAR OF COLLEGE: AN ANALYSIS BY GENDER AND ETHNICITY
185-202
10.1615/JWomenMinorScienEng.v3.i3.40
Linda Serra
Hagedorn
Research Institute for Studies in Education, Iowa State University, USA
M. Vali
Siadat
Department of Mathematics, Richard J. Daley College, 7500 S. Pulaski, Chicago, IL 60652
Amaury
Nora
College of Education, Farish Hall 401, University of Houston, Houston, TX 77204-5872
Ernest T.
Pascarella
University of Illinois at Chicago, Policy Studies (M/C 147), 1040 W. Harrison St., Chicago, IL 60607-7133
This study explored nontraditional associating factors for the accruement of mathematical skills during the first year of college, including the role of factors pertaining to academic and social involvement, student study behavior, student perceptions of the quality of teaching, financial support, and awareness of prejudice. This model employed a unique formula for the calculation of math gain that controlled for ceiling effects and nonlinearity. A nationally representative sample of first-year college students was tested by both gender and ethnicity. Although many of the factors tested contributed to math gains for the entire sample, there were many marked differences when analyzed by gender or ethnicity.
SHARING ACADEMIC CAREERS: AN ALTERNATIVE FOR PRETENURE AND YOUNG FAMILY DUAL-CAREER FACULTY COUPLES
203-212
10.1615/JWomenMinorScienEng.v3.i3.50
Carol B.
de Wet
Department of Geosciences, Franklin & Marshall College, Lancaster, PA 17604
Andrew P.
de Wet
Department of Geosciences, Franklin & Marshall College, Lancaster, PA 17604
Many scientists are married to other scientists, and of those, many are raising families. When both spouses are committed to a career in a scientific discipline, there will undoubtably be pressure on both for time at work. Committment to a family introduces more demands for time at home. Balancing both career and family is a challenge that is affecting many more scientists today than ever before. Unfortunately, it is usually the woman scientist who drops out or down when pressures become too great. One strategy to combine two demanding careers and children is for the couple to split an academic position. Both careers advance at the same rate, both spouses retain the prestige and benefits of having a tenure-track or tenured faculty position, and household duties can be shared equally.