"I wouldn't ask professors questions!" Women Engineering Students' Learning Experiences in Japan
"I wouldn't ask professors questions!" Women Engineering Students' Learning Experiences in Japan
复制标题
“我不会问教授问题！”
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发表时间：
2013
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通讯作者：
Masako Hosaka
中科院分区：
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作者：
Masako Hosaka
本定性研究探讨了经验，日本妇女作为工程本科生，同时与部门教师互动。它通过使用来自日本两所大学的32名最后一年学生的访谈数据来实现这一目标。本文以贝克&福克纳（Baker & Faulkner，1991）和卡列罗（Callero，1994）的“角色即资源”理论为理论框架。研究结果表明，妇女的感觉，在工程类的异化是由于教师的教学和冷漠，这影响了他们缺乏参与学习（在课堂内外），他们认为在接近教师与学术问题的困难。女学生在决定与系主任接触时，根据她们对主题的理解程度和她们在开始接触时感到舒适的程度，采用了各种策略。是否有同伴帮助也决定了学生是否向教师提问。尽管令人满意的遭遇，参与者通常没有开发轻松与部门的教师。只有少数参与者克服了最初的困难，很好地利用了学生作为资源的角色，并获得了额外的资源（即，更好地理解主题并与教师建立有意义的关系）。从这些调查结果中，提供了实际的影响，以改善女学生的学习经验，在工程，这是重要的，减少他们的大学毕业后从外地的减员。
This qualitative study examines the experiences that Japanese women have as engineering undergraduates while interacting with departmental faculty. It accomplishes this by using interview data from 32 final-year students at two universities in Japan. The theory of ‘role as resource’ (Baker & Faulkner, 1991; Callero, 1994) is used as the theoretical framework. Findings suggest that the women’s feelings of alienation in engineering classes were due to instructors’ poor teaching and aloofness, which influenced both their lack of engagement in learning (in and outside the classroom) and the difficulties they perceived in approaching instructors with academic questions. The women students used various strategies when they decided to approach departmental faculty, based on their level of understanding of the subject matter and the extent to which they felt comfortable initiating contact. Availability of peer assistance also determined whether students asked questions of instructors. Despite satisfactory encounters, participants typically did not develop ease with the departmental faculty. Only a few participants overcame initial difficulties, utilized the role of student as resource well, and acquired additional resources (i.e., a better understanding of the subject matter and a meaningful relationship with the faculty). From these findings, practical implications for improving women students’ learning experiences in engineering, which is important for reducing their attrition from the field after college, are offered.
Nakamura，M.；Haga，Y.；Sasaki，H.；Takishima，T.：58(1)。
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富永，T.：生命科学。
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5.8
作者：
Powell, Abigail;Bagilhole, Barbara;Dainty, Andrew
通讯作者：
Dainty, Andrew