Retention and Performance of Female and Male Undergraduates in Freshman Engineering

新生工程专业男女本科生的保留率和表现

• 批准号: 9255871
• 负责人: Deborah Goodings
• 金额: $ 5万
• 依托单位: University of Maryland, College Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-09-15 至 1995-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9255871&HistoricalAwards=false
• 关键词: Retention; Performance; Female; Male; Undergraduates

Although women now enter undergraduate engineering programs with higher math SAT scores than men, many of them fail to process beyond the first year. There is considerable evidence in the literature that there may be a threshold or critical- mass effect: if a sufficient proportion of students in a class are women, attitudes toward the subject, performance, and retention are improved. Why such an effect may operate is not understood. This research study proposes to vary gender balance across different sections of the first course in engineering, statics, in the undergraduate engineering programs of 30 large universities, over a period of two semesters. In each institution, the instructors, syllabus, teaching style, overall class size, and other aspects of instruction will be held constant. Without doing harm to individual students, different proportions of women in the various sections will be achieved. Persistence beyond the first course will be tracked, and grades and other aspects of performance will be measured or obtained by structured interviews, in both men and women. The hope is that a critical zone for gender balance may be established, either for all institutions or for subtypes of institutions. If so, universities with multiple sections of beginning engineering courses ought to be able to improve retention of women in a fairly straightforward and administratively easy way.

尽管女性现在进入本科工程专业 SAT数学成绩高于男性，他们中的许多人都没有 第一年之后的过程。 有相当多的证据 在文献中，可能有一个阈值或关键- 群体效应：如果班级中有足够比例的学生 是女性，对主题的态度，表现， 保持得到改善。 为什么这样的效果可能运作是不 明白 这项研究建议改变性别 第一门课程不同部分的平衡， 工程，静力学，在本科工程 30所大型大学的项目，在两个月的时间里， 学期。 在每个机构，教师，教学大纲， 教学风格，整体班级规模，以及其他方面， 指令将保持不变。 不伤害 个别学生，不同比例的妇女在 将实现各个部分。 超越的坚持 第一门课程将被跟踪，成绩和其他方面的 绩效将通过结构化的 面试，无论男女。 希望是， 可建立性别均衡临界区， 适用于所有机构或机构的子类型。 如果是这样的话， 工科多科性大学 课程应该能够提高妇女在一个 非常简单，管理上也很容易。