Adjusting Educational Practice to Increase Female Persistence in the Sciences
Adjusting Educational Practice to Increase Female Persistence in the Sciences
复制标题
调整教育实践以提高女性对科学的坚持
DOI：
10.2190/8wv7-uwy2-a1g9-7u3y
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发表时间：
2000
期刊：
影响因子：
--
通讯作者：
Julie Gess
中科院分区：
文献类型：
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作者：
M. Hyde;Julie Gess
本研究的目的是确定旨在支持，鼓励和留住就读于数学，科学和工程（MSE）专业的女本科生的大学课程的重要性。与32名大三和大四女性MSE专业的访谈和圆桌讨论揭示了大学环境中的许多因素，这些因素有助于女性MSE保留和毕业。在本文的范围内讨论了四个因素：支持网络和大学适应，教师协会，财政援助和大学支持计划，创造了一个更加个性化的教育体验。
The purpose of this study was to determine the importance of university programs designed to support, encourage, and retain female undergraduates enrolled in math, science, and engineering (MSE) majors. Interviews and roundtable discussions with thirty-two junior and senior female MSE majors revealed numerous factors within the university setting that contributed to female MSE retention and graduation. Four factors are discussed within the scope of this article: support networks and university acclimation, faculty associations, financial assistance, and university support programs that created a more personalized educational experience.