The Gendered Effect of Cooperative Education, Contextual Support, and Self‐Efficacy on Undergraduate Retention
The Gendered Effect of Cooperative Education, Contextual Support, and Self‐Efficacy on Undergraduate Retention
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合作教育、背景支持和自我效能对本科生保留的性别影响
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
D. Whitman
中科院分区：
文献类型：
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作者：
J. Raelin;M. Bailey;J. Hamann;Leslie K. Pendleton;Rachelle Reisberg;D. Whitman
长期的数据已经确定，女性获得约20%的工程本科学位;她们在科学，技术，工程和数学领域的学术自我效能感也低于男性。本研究通过一个纵向设计来检验这些发现，该设计探讨了合作教育（co-op）是否可以提高女性（和男性）在本科学习中的保留率。
Longstanding data have established that women earn about 20% of undergraduate degrees in engineering; they also have lower academic self‐efficacy in the science, technology, engineering, and math fields than do men. This study examines these findings through a longitudinal design that explores whether cooperative education (co‐op) can improve the retention of women (and men) in their undergraduate studies.