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相关概念视频

Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

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Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
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Stereotypes, Prejudice, and Discrimination02:55

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Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who...
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Confirmation Biases01:31

Confirmation Biases

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The confirmation bias is the tendency to focus on information that confirms our existing beliefs and ignore information that is inconsistent with our expectations. For example, if you think that your professor is not very nice, you notice all of the instances of rude behavior exhibited by the professor while ignoring the countless pleasant interactions he is involved in on a daily basis. Have you ever fallen prey to the confirmation bias, either as the source or target of such bias?
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Stereotype Threat and Self-fulfilling Prophecies02:09

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When we hold a stereotype about a person, we have expectations that he or she will fulfill that stereotype. A self-fulfilling prophecy is an expectation held by a person that alters his or her behavior in a way that tends to make it true. When we hold stereotypes about a person, we tend to treat the person according to our expectations. This treatment can influence the person to act according to our stereotypic expectations, thus confirming our stereotypic beliefs. Research by Rosenthal and...
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Design Example: Strain Gauge Bridge or Wheatstone Bridge01:15

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The utilization of strain gauges as transducers for converting mechanical strain into electrical signals is a common practice in various engineering applications. These strain gauges are frequently integrated into Wheatstone bridge circuits to accurately measure parameters such as force or pressure. Within this context, each element within the circuit exhibits a resistance that undergoes subtle variations when subjected to mechanical strain. The primary objective is to convert minuscule...
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The representative heuristic describes a biased way of thinking, in which you unintentionally stereotype someone or something. For example, you may assume that your professors spend their free time reading books and engaging in intellectual conversation, because the idea of them spending their time playing volleyball or visiting an amusement park does not fit in with your stereotypes of professors.
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相关实验视频

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Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
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检查工程专业识别中的性别差距

Anita Patrick1, Catherine Riegle-Crumb2, Maura Borrego1

  • 1The Center for Engineering Education, Cockrell School of Engineering, The University of Texas at Austin, Austin, Texas 78712-1293, USA.

Journal of women and minorities in science and engineering
|January 22, 2024
PubMed
概括

学生如何处理工程任务的性别差异部分解释了女性在该专业中的代表性不足. 对解决问题的亲和力是一个关键因素,特别是对女性工程学生来说.

关键词:
工程 工程 工程 工程 工程性别 性别 性别 性别 性别专业身份 专业身份 专业身份这是一个定量性的定量.调查调查调查调查调查调查调查调查本科生 本科生 本科生

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科学领域:

  • 工程教育研究 工程教育研究
  • 在STEM领域的社会科学.

背景情况:

  • 吸引女性进入工程领域仍然是一个持续的挑战.
  • 学生对工程学的看法会影响职业选择.
  • 了解职业实践中的性别差异关键.

研究的目的:

  • 调查对核心工程专业实践的亲和关系中的性别差异.
  • 确定这些亲和关系的差异是否有助于在工程专业身份中的性别差距.
  • 探索专业识别的性别特定预测因素.

主要方法:

  • 这项调查针对3个专业的2,256名本科工程专业的学生进行.
  • 对六个专业实践的亲和关系中性别差异的统计分析.
  • 多变量回归用于评估实践亲和关系对专业识别的贡献.

主要成果:

  • 在六个工程实践中,有五个实践的亲缘关系中发现了显著的性别差异.
  • 工程专业识别中的性别差距部分是由这些亲和关系差异解释的.
  • 对构建和解决问题的亲和力是女性职业认同的更强有力的预测因素.

结论:

  • 对工程实践的性别亲和关系在女性代表性不足中发挥了作用.
  • 旨在增强对特定实践的亲和力的干预措施可能有助于缩小性别差距.
  • 定制方法来培养解决问题的亲和力可能特别有利于女学生.