WHEN GENDER IS CONSIDERED: RACIAL ETHNIC MINORITY STUDENTS IN STEM MAJORS

巻 15, 発行 3, 2009, pp. 263-277

DOI: 10.1615/JWomenMinorScienEng.v15.i3.50

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Darnell G. Cole
University of Southern California, USA

Araceli Espinoza
California Lutheran University

要約

Using a longitudinal sample of 229 African American, American Indian, and Latina/o college men and women in science, technology, engineering, and mathematics (STEM) majors, this study examined the factors that positively or negatively affected their academic performance and educational satisfaction. The main premise supporting this study suggested that how racial ethnic minority (REM) men and women interpret and perceive their institutions' racial/ethnic climate is important because it is related to academic and educational outcomes. Although this premise was supported, there were gender differences in college-experience variables. For example, tutoring another college student enhanced the academic performance of women but had no affect for men. As such, it is concluded that disaggregating by gender provides a better understanding of the variables that contribute to the academic performance and educational satisfaction of REM men and women in STEM majors.

によって引用された

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