CHI TIẾT NGHIÊN CỨU …
Tiêu đề
STEM-ing the Tide: The Influence of the First Year of College on the STEM Gender Gap
Tác giả
Liu J.; Barnhardt C.L.
Năm xuất bản
2021
Source title
Journal of College Student Development
Số trích dẫn
0
DOI
10.1353/csd.2021.0067
Liên kết
Tóm tắt
Prior research points to the first year of college as a critical time in selecting a college major. Considering the number of studies focusing on the STEM gender gap, surprisingly little research has examined gender differences and the influence of the first college year on the STEM major selection. Using data from the Wabash National Study of Liberal Arts Education, this study examined how women and men compared in STEM college major selection and whether the effects of academic competence, first-year career preferences, life values, and related student experiences influenced their decision in different ways. After controlling a variety of influences, results suggested that women were significantly less likely to be enrolled in a STEM major in the fourth year of college compared to men. Additionally, there were substantial differences between women and men in how various first-year influences shaped the STEM major decision. Findings from this study provide important implications for maximizing women’s participation in STEM fields during the first college year. © 2021, Johns Hopkins University Press. All rights reserved.
Từ khóa
Tài liệu tham khảo
Acker J., Hierarchies, jobs, bodies: A theory of gendered organizations, Gender and Society, 4, 2, pp. 139-158, (1990); Acker J., Inequality regimes: Gender, class, and race in organizations, Gender and Society, 20, 4, pp. 441-464, (2006); Arcidiacono P., Hotz V. J., Kang S., Modeling college major choices using elicited measures of expectations and counterfactuals, Journal of Econometrics, 166, 1, pp. 3-16, (2012); Astin A. W., What matters in college? Four critical years revisited, (1993); Bergeron L., Gordon M., Establishing a STEM pipeline: Trends in male and female enrollment and performance in higher level secondary STEM courses, International Journal of Science and Mathematics Education, 15, 3, pp. 433-450, (2017); Blaich C., Wabash National Study: Overview, (2011); Bowman N. A., College diversity courses and cognitive development among students from privileged and marginalized groups, Journal of Diversity in Higher Education, 2, 3, (2010); Bowman N. A., Holmes J. M., Getting off to a good start? First-year undergraduate research experiences and student outcomes, Higher Education, 76, 1, pp. 17-33, (2018); Labor force statistics from the current population, (2018); Ceci S. J., Williams W. M., Understanding current causes of women’s underrepresentation in science, Proceedings of the National Academy of Sciences of the United States of America, 108, 8, pp. 3157-3162, (2011); Chen X., STEM attrition: College students’ paths into and out of STEM fields (NCES 2014–001), (2013); Corbett C., Hill C., Solving the equation: The variables for women’s success in engineering and computing, (2015); Cruce T. M., Wolniak G. C., Seifert T. A., Pascarella E. P., Impacts of good practices on cognitive development, learning orientations, and graduate degree plans during the first year of college, Journal of College Student Development, 47, 4, pp. 365-383, (2006); Daempfle P., An analysis of the high attrition rates among first year college science, math, and engineering majors, Journal of College Student Retention: Research, Theory and Practice, 5, 1, pp. 37-52, (2003); Eddy S. L., Brownell S. E., Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines, Physical Review Physics Education Research, 12, 2, (2016); Feldman K. A., Smart J. C., Ethington C. A., Major field and person-environment fit: Using Holland’s theory to study change and stability of college students, The Journal of Higher Education, 70, 6, pp. 642-669, (1999); Flake J. K., Barron K. E., Hulleman C., McCoach B. D., Welsh M. E., Measuring cost: The forgotten component of expectancy-value theory, Contemporary Educational Psychology, 41, pp. 232-244, (2015); Gayles J. G., Ampaw F., The impact of college experiences on degree completion in STEM fields at four-year institutions: Does gender matter?, The Journal of Higher Education, 85, 4, pp. 439-468, (2014); Griffith A. L., Persistence of women and minorities in STEM field majors: Is it the school that matters?, Economics of Education Review, 29, 6, pp. 911-922, (2010); Hall R. M., Sandler B. R., The classroom climate: A chilly one for women? Association of American Colleges, (1982); Hu S., Reconsidering the relationship between student engagement and persistence in college, Innovative Higher Education, 36, 2, pp. 97-106, (2011); Ing M., Gender differences in the influence of early perceived parental support on student mathematics and science achievement and stem career attainment, International Journal of Science & Mathematics Education, 12, 5, pp. 1221-1239, (2014); Kahn J. H., Nauta M. M., Social-cognitive predictors of first-year college persistence: The importance of proximal assessment, Research in Higher Education, 42, 6, pp. 633-652, (2001); King P., Kendall Brown M., Lindsay N., VanHecke J., Liberal arts student learning outcomes: An integrated approach, About Campus, 12, 4, pp. 2-9, (2007); Kinzie J., Women’s paths in science: A critical feminist analysis, New Directions for Institutional Research, 133, pp. 81-93, (2007); Kuh G. D., Cruce T. M., Shoup R., Kinzie J., Gonyea R. M., Unmasking the effects of student engagement on first-year college grades and persistence, The Journal of Higher Education, 79, 5, pp. 540-563, (2008); Lent R. W., Brown S. D., Hackett G., Toward a unifying social cognitive theory of career and academic interest, choice, and performance, Journal of Vocational Behavior, 45, 1, pp. 79-122, (1994); Liu J., Hu S., Pascarella E. T., Are non-Native English speaking students disadvantaged in college experiences and cognitive outcomes?, Journal of Diversity in Higher Education, (2019); Loes C. N., Salisbury M. H., Pascarella E. T., Diversity experiences and attitudes toward literacy: Is there a link?, The Journal of Higher Education, 84, 6, pp. 834-865, (2013); Makarova E., Aeschlimann B., Herzog W., Why is the pipeline leaking? Experiences of young women in STEM vocational education and training and their adjustment strategies, Empirical Research in Vocational Education and Training, 8, 1, pp. 2-18, (2016); Mayhew M. J., Rockenbach A. N., Bowman N. A., Seifert T. A., Wolniak G. C., Pascarella E. T., Terenzini P. T., How college affects students, Volume 3: 21st century evidence that higher education works, (2016); Mayhew M. J., Seifert T. A., Pascarella E. T., A multi-institutional assessment of moral reasoning development among first-year students, The Review of Higher Education, 33, 3, pp. 357-390, (2010); Morris L. K., Daniel L.G., Perceptions of a chilly climate: Differences in traditional and non-traditional majors for women, Research in Higher Education, 49, 3, pp. 256-273, (2008); Number and percentage distribution of science, technology, engineering, and mathematics (STEM) degrees/certificates conferred by postsecondary institutions, by race/ethnicity, level of degree/certificate, and sex of student: 2008–09 through 2015–16, (2017); Undergraduate enrollment, (2019); Completing college: A national view of student completion rates – Fall 2012 cohort, (2018); Ohland M. W., Sheppard S. D., Lichtenstein G., Eris O., Chachra D., Layton R. A., Persistence, engagement, and migration in engineering programs, Journal of Engineering Education, 97, 3, pp. 259-278, (2008); Rask K., Attrition in STEM fields at a liberal arts college: The importance of grades and pre-collegiate preferences, Economics of Education Review, 29, 6, pp. 892-900, (2010); Reason R. D., Terenzini P. T., Domingo R. J., First things first: Developing academic competence in the first year of college, Research in Higher Education, 47, 2, pp. 149-175, (2006); Reyes M. E., Unique challenges for women of color in STEM transferring from community colleges to universities, Harvard Educational Review, 81, 2, pp. 241-263, (2011); Porter S. R., Umbach P. D., College major choice: An analysis of person-environment fit, Research in Higher Education, 47, 4, pp. 429-449, (2006); Sax L. J., Kanny M. A., Riggers-Piehl T. A., Whang H., Paulson L. N., “But I’m not good at math”: The changing salience of mathematical self-concept in shaping women’s and men’s STEM aspirations, Research in Higher Education, 56, 8, pp. 813-842, (2015); Seymour E., Hewitt N. M., Talking about leaving: Why undergraduates leave the sciences, (1997); Shapiro C. A., Sax L. J., Major selection and persistence for women in STEM. New Directions for Institutional Research, 2011(152), 5–18.Stearns, E., Bottia, M. C., Giersch, J., Mickelson, R. A., Moller, S., Jha, N., & Dancy, M. H. (2020). Do relative advantages in STEM grades explain the gender gap in selection of a STEM major in college? A multimethod answer, American Educational Research Journal, 57, 1, pp. 218-257, (2011); Su R., Rounds J., Armstrong P. I., Men and things, women and people: A meta-analysis of sex differences in interests, Psychological Bulletin, 135, 6, pp. 859-884, (2009); Tiedemann J., Parents’ gender stereotypes and teachers’ beliefs as predictors of children’s concept of their mathematical ability in elementary school, Journal of Educational Psychology, 92, 1, pp. 144-151, (2000); Tinto V., Dropout from higher education: A theoretical synthesis of recent research, Review of Educational Research, 45, 1, pp. 89-125, (1975); Wai J., Putallaz M., Makel M. C., Studying intellectual outliers: Are there sex differences, and are the smart getting smarter?, Current Directions in Psychological Science, 21, 6, pp. 382-390, (2012); Wang M. T., Degol J. L., Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions, Educational Psychology Review, 29, 1, pp. 119-140, (2017); West C., Zimmerman D., Doing gender, Gender and Society, 1, 2, pp. 121-151, (1987); Whalen D. F., Shelley M. C., Academic success for STEM and non-STEM majors, Journal of STEM Education, 11, pp. 45-60, (2010); Williams C. M., Subich L. M., The gendered nature of career related learning experiences: A social cognitive career theory perspective, Journal of Vocational Behavior, 69, 2, pp. 262-275, (2006)
Nơi xuất bản
Johns Hopkins University Press
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus