A quantitative investigation of geoscience departmental factors associated with the recruitment and retention of female students
A quantitative investigation of geoscience departmental factors associated with the recruitment and retention of female students
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与招收和保留女学生相关的地球科学系因素的定量调查
DOI：
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发表时间：
2019
影响因子：
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通讯作者：
E. Riggs
中科院分区：
文献类型：
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作者：
Kevin J. Pugh;Michael M. Phillips;J. Sexton;Cassendra M. Bergstrom;E. Riggs
摘要女性在许多本科地球科学专业中的代表性不足。有些系在招收和留住女生方面比其他系更成功。为了理解为什么，我们调查了更多和更不成功的地球科学部门之间的潜在差异，在社会支持，机构支持，机构障碍，感知连接到教师，和变革的经验。我们收集了来自美国公立四年制大学六个地球科学系的2,041名地球科学本科生的数据。我们招募了两个部门，成功毕业的女学生比例高，与全国平均水平相比（高成功网站），两个部门的比例适中（中等成功网站），两个部门的比例较低（低成功网站）。高成功网站的学生报告更大的机构支持，更大的感知连接到教师，和较低的机构障碍比学生在中等和低成功的网站。在高成功网站的非专业人士比在低成功网站的非专业人士报告更高水平的变革经验。在中等成功和低成功网站之间没有发现显著差异。在所有的网站，女学生认为他们的教师连接较少，并赞同较低水平的变革经验比男学生。在其他因素方面，我们没有发现性别差异。我们也没有发现性别与网站的互动，这表明高成功网站在招聘和留住女性方面的成功与支持所有学生有关。这些结果表明，各部门可以通过增加机构支持，减少机构障碍，与学生联系，培养变革性经验，提高招聘和留住女学生的有效性。
Abstract Women are underrepresented in many undergraduate geoscience programs. Some departments are more successful at recruiting and retaining female students than others. To understand why, we investigated potential differences between more and less successful geoscience departments in terms of social support, institutional supports, institutional barriers, perceived connection to instructors, and transformative experiences. We collected data from 2,041 undergraduate geoscience students enrolled in six geoscience departments at public, four-year institutions across the United States. We recruited two departments that were successful at graduating a high percentage of female students compared to the national average (high-success sites), two departments with a moderate percentage (medium-success sites), and two with a low percentage (low-success sites). Students at high-success sites reported greater institutional supports, greater perceived connection to instructors, and lower institutional barriers than did students at medium- and low-success sites. Nonmajors at high-success sites reported higher levels of transformative experience than nonmajors at low-success sites. No significant differences were found between medium- and low-success sites. Across all sites, female students perceived less of a connection to their instructors and endorsed a lower level of transformative experience than did male students. We did not find gender differences in terms of the other factors. We also did not find gender by site interactions, suggesting that the success of high-success sites in recruiting and retaining women was associated with supporting all students. These results suggest departments can increase effectiveness in recruiting and retaining female student by increasing institutional supports, reducing institutional barriers, connecting with students, and fostering transformative experiences.