GSE/RES: Enhancing the Rigor of Evidence on Gendered Differences in STEM Persistence: Female and Male College Students' Subjective Experiences in Engineering and Computer Science

GSE/RES：增强 STEM 持久性中性别差异证据的严谨性：女性和男性大学生在工程和计算机科学方面的主观体验

• 批准号: 1232139
• 负责人: Barbara Schneider
• 金额: $ 52.33万
• 依托单位: National Opinion Research Center
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-15 至 2015-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1232139&HistoricalAwards=false
• 关键词: GSE; RES; Enhancing; Rigor; Evidence

This research project will analyze data from the Educational Longitudinal Study and the Beginning Postsecondary Study by using hierarchical linear modeling and propensity score matching methods to investigate: (a) how gendered differences in subjective orientations change over time in relation to completion of relevant gateway courses in secondary and postsecondary school, and (b) how these orientations influence persistence in computer science and engineering fields. The researchers will also be utilizing smart-phone technology to conduct experience sampling methods and obtain data on subjective experiences associated with enrollment in gateway computer science and engineering courses from first-year undergraduate students. They will analyze this data in combination with retrospective and administrative data obtained from the same student population to explore relationships with (a) students? initially selected preference for a major prior to matriculation, and (b) the majors they declare at the end of their second year of postsecondary study.The under-representation of females in many STEM fields, particularly computer science and engineering, continues to be a striking labor force statistic. This study is designed to improve our understanding of the factors influencing females choices to stay on or move off of carer trajectories in computer science and engineering. Such information is vital to devising programs and policies to keep females, in particular, on track to complete the undergraduate programs of study necessary to pursue careers in computer science and engineering.

这项研究项目将通过使用分层线性模型和倾向分数匹配方法来分析来自教育纵向研究和初级中学后研究的数据，以调查：(A)主观取向上的性别差异如何随着时间的推移而变化与中学和大专阶段相关门户课程的完成有关；以及(B)这些取向如何影响计算机科学和工程领域的坚持性。研究人员还将利用智能手机技术进行体验抽样，并从一年级本科生那里获得与Gateway计算机科学和工程课程注册相关的主观体验数据。他们将结合从同一学生群体获得的回顾和管理数据来分析这些数据，以探索与(A)学生的关系？女性在很多STEM领域，特别是计算机科学和工程领域，仍然是一个引人注目的劳动力统计数字。这项研究旨在提高我们对影响女性选择留在或离开计算机科学和工程护理人员轨迹的因素的理解。这些信息对于制定计划和政策至关重要，这些计划和政策特别是让女性走上正轨，完成计算机科学和工程职业所必需的本科学习计划。

项目成果

Female and male adolescents' subjective orientations to mathematics and the influence of those orientations on postsecondary majors.

女性和男性青少年对数学的主观取向以及这些取向对高等教育专业的影响。

• DOI: 10.1037/a0027020
• 发表时间: 2012
• 期刊: Developmental Psychology
• 影响因子: 4
• 作者: Perez-Felkner, Lara;McDonald, Sarah-Kathryn;Schneider, Barbara;Grogan, Erin
• 通讯作者: Grogan, Erin

The puzzling relationship between international development and gender equity: The case of STEM postsecondary education in Cambodia

国际发展与性别平等之间令人困惑的关系：以柬埔寨 STEM 高等教育为例

• DOI: 10.1016/j.ijedudev.2019.102102
• 发表时间: 2020
• 期刊: International Journal of Educational Development
• 影响因子: 2.5
• 作者: Perez-Felkner, Lara;Felkner, John S.;Nix, Samantha;Magalhães, Melissa
• 通讯作者: Magalhães, Melissa

Difficulty Orientations, Gender, and Race/Ethnicity: An Intersectional Analysis of Pathways to STEM Degrees

难度取向、性别和种族/民族：STEM 学位途径的交叉分析

• DOI: 10.3390/socsci8020043
• 发表时间: 2019
• 期刊: Social Sciences
• 作者: Nix, Samantha;Perez-Felkner, Lara
• 通讯作者: Perez-Felkner, Lara

Are 2-Year Colleges the Key? Institutional Variation and the Gender Gap in Undergraduate STEM Degrees

两年制大学是关键吗？

• DOI: 10.1080/00221546.2018.1486641
• 发表时间: 2018
• 期刊: The Journal of Higher Education
• 作者: Perez-Felkner, Lara;Thomas, Kirby;Nix, Samantha;Hopkins, Jordan;D’Sa, Mitchell
• 通讯作者: D’Sa, Mitchell