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

CLOSING THE GENDER GAP IN STUDENT CONFIDENCE: RESULTS FROM A UNIVERSITY OF ARKANSAS PHYSICS CLASS

Volume 4, Numéro 1, 1998, pp. 27-42
DOI: 10.1615/JWomenMinorScienEng.v4.i1.30
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RÉSUMÉ

It is agreed that an increasing level of technical literacy will be needed to maintain the society of the future. A lower level of technical literacy for women and minorities translates into a perpetuating economic disadvantage for them and for our country. The question then becomes how to best include and educate this workforce. In this study, women's and men's perceptions of and confidence in an experimental physics class at the University of Arkansas, Fayetteville, are compared. The class is a National Science Foundation sponsored CCD project that does not address women specifically, but attempts to improve the educational experience for all students. The results presented indicate that women make statistically significant gains in confidence and attitude toward science in the experimental course when compared to a traditional course. "Statistically significant" gain is taken to mean that a statistically significant gap between men and women favoring the men was reduced to a statistically insignificant gap or that a statistically insignificant gap between the men and the women became a statistically significant advantage to the women.

CITÉ PAR
  1. Kelly Angela M., Social cognitive perspective of gender disparities in undergraduate physics, Physical Review Physics Education Research, 12, 2, 2016. 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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