A Longitudinal Study of Engineering Student Performance and Retention. III. Gender Differences in Student Performance and Attitudes
A Longitudinal Study of Engineering Student Performance and Retention. III. Gender Differences in Student Performance and Attitudes
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工程学生表现和保留率的纵向研究。
DOI：
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发表时间：
1995
期刊：
影响因子：
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通讯作者：
E. Dietz
中科院分区：
文献类型：
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作者：
R. Felder;G. Felder;Meredith Mauney;C. Hamrin;E. Dietz
在北卡罗来纳州立大学正在进行的一项持续研究中，一群学生连续五个学期选修了同一位讲师教授的五门化学工程课程。该报告探讨了学生在学业成绩、对化学工程的坚持以及对教育和自身的态度方面的性别差异。研究中的女性进入化学工程专业的平均资格与男性相同或更好，但随着课程的进展，她们在学业成绩和自信心方面都表现出相对于男性的侵蚀。提出了所观察到的差异的可能原因并提出了补救措施。
In a continuing study under way at North Carolina State University, a cohort of students took five chemical engineering courses taught by the same instructor in five consecutive semesters. This report examines gender differences in the students’ academic performance, persistence in chemical engineering, and attitudes toward their education and themselves. The women in the study on average entered chemical engineering with credentials equal to or better than those of the men, but exhibited erosion relative to the men in both academic performance and confidence as they progressed through the curriculum. Possible causes of the observed disparities are suggested and remedial measures are proposed.