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Journal of Women and Minorities in Science and Engineering
SJR: 0.504 SNIP: 0.671 CiteScore™: 1.65

ISSN Print: 1072-8325
ISSN Online: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v6.i2.40
14 pages

PERCEIVED GENDER INTERACTION AND COURSE CONFIDENCE AMONG UNDERGRADUATE SCIENCE, MATHEMATICS, AND TECHNOLOGY MAJORS

W. Jay Hughes
Department of Sociology and Anthropology, Georgia Southern University, Statesboro, GA 30460-8051

ABSTRACT

Questionnaire data (n = 496) were used to examine the relationship between perceived gender interaction in the classroom and course confidence for undergraduate science, mathematics, and technology majors. Compared with male majors, female majors reported significantly lower course confidence, recognition by and respect from instructors, respect for female students from male peers, and confidence that course curricula were gender-inclusive. Recognition by and respect from instructors explained 32% of the variation in course confidence for female majors with female instructors; respect from instructors explained 11% and 23% of the variation in course confidence for female majors with male instructors and male majors with female instructors, respectively, and instructor respect and academic achievement explained 26% of the variation in course confidence for male majors with male instructors. Pedagogical implications are discussed.