Abonnement à la biblothèque: Guest
Journal of Women and Minorities in Science and Engineering

Publication de 6  numéros par an

ISSN Imprimer: 1072-8325

ISSN En ligne: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

Indexed in

GENDER AND ETHNIC DIFFERENCES IN THE EXPERIENCES, ACHIEVEMENTS, AND EXPECTATIONS OF SCIENCE AND ENGINEERING MAJORS

Volume 3, Numéro 3, 1997, pp. 119-143
DOI: 10.1615/JWomenMinorScienEng.v3.i3.10
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RÉSUMÉ

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.

CITÉ PAR
  1. Johnson Dawn R., Women of color in science, technology, engineering, and mathematics (STEM), New Directions for Institutional Research, 2011, 152, 2011. Crossref

  2. Baker Dale Rose, An Intervention to Address Gender Issues in a Course on Design, Engineering, and Technology for Science Educators, in Understanding Girls, 2016. Crossref

  3. Baker Dale, Krause Stephen, Yaşar şenay, Roberts Chell, Robinson-Kurpius Sharon, An Intervention to Address Gender Issues in a Course on Design, Engineering, and Technology for Science Educators, Journal of Engineering Education, 96, 3, 2007. Crossref

Prochains articles

Mitigating Barriers, Scaffolding Success: Institutional Supports for Black Undergraduate Women in Engineering Programs Meseret Hailu, Neelakshi Rajeev Tewari, Brooke Coley Underrepresented Students Pursuing Mathematics-Intensive Degrees: Changes after Transitioning to College Alison Marzocchi What do STEM Clubs do? The Effect of College Club Participation on Career Confidence and Gender Inclusion Guillermo Dominguez Garcia, Jennifer Glass Validating Practices and Messages that Promote Women’s Engineering Classroom Belongingness: An Intersectional Approach Dina Verdin, A Lili Castillo Examining the Role of Institutional Support on International Doctoral Women’s STEM Persistence and Mental Health Aisha Farra, Aashika Anantharaman, Sarah Swanson, Kerrie Wilkins-Yel, Jennifer Bekki, Nedim Yel, Ashley Randall, Bianca Bernstein Searching for safe space: Student veterans’ uneven pathways to STEM careers by race Brittany Hunt, Jae Hoon Lim Does Race, Ethnicity or Gender of the Mentor Affect Whether They Will be a “Good Mentor”? A Qualitative Analysis of Students’ Perceptions Reuben May, Christine Stanley, America Soto-Arzat, Jennifer Ackerman PSYCHOLOGICAL SAFETY AND TEAM MEMBER EFFECTIVENESS OF MINORITIZED STUDENTS IN ENGINEERING EDUCATION Behzad Beigpourian, Matthew Ohland Perceptions of Department Chair Roles and Responsibilities in Career Progression and Success of Women STEM Faculty Stephanie Jones, Patricia Ryan Pal “Barbed-Wire Boundaries”: Hidden Curriculum, First-Generation and Low-Income Engineering Students, and Internship Acquisition Jerry Yang, Joseph Towles, Sheri Sheppard, Sara Atwood “I Want to Make an Impact”: The Science Identity and Career Goals of Black and Latinx Science and Engineering Postdoctoral Scholars Sylvia Mendez, Kathryn Watson, Kathryn Starkey, Valerie Conley Care Work, Science Brokering, and Career Motivations: How Hispanic/Latinx Young Adults in STEM Express Social Agency during the COVID-19 Pandemic Angela Frederick, Angelica Monarrez, Danielle Morales Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment Cynthia Villarreal, Julie Posselt, Theresa Hernandez, Alexander Rudolph
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