未来职业生涯的第一年:女性参与技术参与与长期保留相关
Neil A Lewis1, Nicole Russell Pascual2, Denise Sekaquaptewa2
1Department of Communication, Cornell University, Ithaca, NY 14853, USA.
Behavioral sciences (Basel, Switzerland)
|February 26, 2025
概括
一年级工程团队的性别差异影响学生的归属和留守. 早期干预可以解决这些差距,以改善所有学生的STEM教育成果.
科学领域:
- 工程教育研究 工程教育研究
- STEM学生的留学能力 学生的留学能力
- 在学术界的性别研究.
背景情况:
- 大学的目标是增加科学,技术,工程和数学 (STEM) 毕业生,但在学生招生和留学方面面临挑战,尤其是女性.
- 基于项目的小组学习是工程课程中常见的教学转变,以提高学生的参与度.
- 之前的研究表明,在工程团队中的参与方面存在性别差距,这往往强化了刻板印象.
研究的目的:
- 调查性别差异在第一年工程项目的积极技术参与中的长期影响.
- 了解早期团队经验与以后在STEM中的学术和职业意图之间的关系.
- 确定早期干预的潜在点,以提高STEM学生的留学率.
主要方法:
- 一项混合方法研究,结合了行为观察,调查和纵向跟踪.
- 在第一年工程项目小组演讲期间积极技术参与的性别差异分析 (N = 589).
- 纵向跟踪参与者进入他们的最后一年,以评估归属,保留和研究生学习意图的预测因素.
主要成果:
- 在第一年工程团队中观察到显著的性别差异,男性表现出比女性更高的积极技术参与.
- 一年级技术参与被发现是学生归属感的重要预测因素.
- 归属感反过来预测了工程专业的更高的留学率,以及对工程研究生研究的意图增加.
结论:
- 一年级工程团队的经验对于培养归属感和影响STEM领域的长期留学生至关重要.
- 解决早期团队参与中的性别差异对于公平的STEM教育至关重要.
- 结果表明有机会针对性地进行早期干预,以支持学生的归属性和在工程课程中的坚持.
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