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Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN Imprimir: 1072-8325
ISSN On-line: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v14.i4.20
pages 361-376

ADDRESSING THE GENDER GAP: A TEACHING AND LEARNING STRATEGY IN UNDERGRADUATE SCIENCE COURSES

Carrie B. Myers
Department of Education, Montana State University
Scott M. Myers
Associate Professor, Department of Sociology, Montana State University

RESUMO

Women in U.S. higher education institutions have made significant gains in science, technology, engineering, and mathematics (STEM) fields but are still significantly underrepresented and face unique barriers compared to men. We conducted a classroom study to test whether a small curricular and pedagogical change - a rubric - benefits female undergraduates in introductory science courses that are gateways into STEM programs. Survey data were collected on 349 students from five science classes at a midsize public research university. Based on 14 items, three indices were created: scientific beliefs, scientific motivation, and scientific thinking and learning. The regression results show clearly that a rubric significantly assists female undergraduates with all three indices. The rubric was especially beneficial to female undergraduates who were also STEM majors. We argue, then, that pedagogical treatments such as rubrics can make STEM more inclusive and help reduce existing gender inequities.


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