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the wider society. McIntosh (1983) and Fausto-Sterling (1991) posit a stage beyond “female-friendly sciences” as sciences reconstructed to “include us all”. Reflective Pedagogy Because the pedagogical issues affecting the retention and commitment of women to engineering are interactive and require feedback, only by institutionalizing a process of self-reflection on the teaching and learning processes can the needs of the students, as well as the standards of professionalization, be met. Lazarus & Nair (1996) thus emphasize the need to incorporate a process of self-reflection in the pedagogical process. IA-24
CLIMATE ISSUES DIFFICULT FOR WOMEN IN TRADITIONAL ENGINEERING EDUCATION Faculty-Student Relationships Satisfaction and commitment to math, science and engineering are enhanced by positive faculty-student relationships. Faculty-student interaction was found to be more strongly associated with undergraduate satisfaction than any other factor having to do with characteristics of the student or institution (Astin, 1985), and in their research focusing specifically on science majors, Astin & Astin (1992) found that student orientation by faculty was a central predictor of satisfaction and commitment (for male and female science majors alike). This research reinforces findings from more general literature on student attrition from college. 2 However, the quality of faculty-student interaction among engineers appears to be troublesome. In a nation-wide sample of institutions, faculty-student interaction in the field of engineering was found to be less favorable than in other fields of study (Astin & Astin, 1993), and faculty-student interaction was found to have some negative effects on students’, and especially women’s, math self-concepts (Sax, 1994). McIlwee & Robinson (1992) report that half of the women engineers they interviewed had experienced difficulties with their engineering professors, and nearly a quarter had “avoided their professors and felt intimidated by them” (p. 59). Further, women complain about a lack of appropriate advisement (Anderson, 1994) and mentoring (Brainard, 1989). Lazarus & Nair (1996) call for increased sensitivity on the part of faculty to the implications of their 2 “Meaningful interaction with faculty both outside and inside the classroom significantly impacts the student’s decision to remain in college” (Sax et al 2000 citing Pascarella and Terenzini, 1977, 1979, 1980; Terenzini and Pascarella, 1977, 1978). See also Pascarella & Wolfle (1985), Tinto (1993), Stage (1989), Terenzini & Wright (1987b). IA-25
Page 1 and 2: A GENDER LENS ON ROWAN UNIVERSITY
Page 3 and 4: EXECUTIVE SUMMARY BACKGROUND TO THE
Page 5 and 6: the program? In particular, how do
Page 7 and 8: various aspects of the program and
Page 9 and 10: However, the empowering effect of t
Page 11 and 12: with the delivery of lab work, team
Page 13 and 14: The perception of problems for wome
Page 15 and 16: • Have as high or higher academic
Page 17 and 18: These are important findings for an
Page 19 and 20: CHAPTER I-A INTRODUCTION The under-
Page 21 and 22: incorporate an inclusive pedagogica
Page 23 and 24: has specifically been advocated as
Page 25: affect intellectual identity and ac
Page 29 and 30: atmosphere separates students from
Page 31 and 32: successfully serve as a model for m
Page 33 and 34: uilt itself up into a full-fledged
Page 35 and 36: sensitive policy to sophomore year
Page 37 and 38: work together to continuously creat
Page 39 and 40: that students, in their exit interv
Page 41 and 42: presentations convincing to practic
Page 43 and 44: chapter on campus, which sponsors s
Page 45 and 46: academic year and their satisfactio
Page 47 and 48: Additional Information from Univers
Page 49 and 50: CHAPTER I-D THE ROWAN ENGINEERING S
Page 51 and 52: The rest of this chapter is based o
Page 53 and 54: TABLE ID-3 COHORT BY MAJOR (%’s)
Page 55 and 56: TABLE 1D-4 PERCENTAGE FEMALE IN MAJ
Page 57 and 58: Academic Achievement The level of a
Page 59 and 60: TABLE ID-6 PRE-COLLEGE ACADEMIC ACH
Page 61 and 62: London, 1992). Almost a third of th
Page 63 and 64: Parental occupations of male studen
Page 65 and 66: As we have mentioned above, about h
Page 67 and 68: All of the support items were recod
Page 69 and 70: science field. Males and females sh
Page 71 and 72: 5) pre-college academic preparation
Page 73 and 74: program. Other students may opt to
Page 75 and 76: confidence at the beginning of each
Page 77 and 78:
STUDENT INPUT Family and Socio- Dem
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CHAPTER II-B THE RELATIONSHIP BETWE
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making up this factor, while 22.4%
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(CONF STAY ENG) as the dependent va
Page 85 and 86:
contrary to our expectations, it is
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students is .568, and for all stude
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However, the importance of backgrou
Page 91 and 92:
TABLE IIB-4 MULTIPLE REGRESSION ANA
Page 93 and 94:
oth that they will stay with engine
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The main gender differences through
Page 97 and 98:
CHAPTER II-C ENGINEERING BEHAVIOR A
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grades is statistically significant
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shows us that the impact of both fa
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men’s and their mean GPA in engin
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TABLE IIC-4 ACADEMIC PERFORMANCE BY
Page 107 and 108:
(1) The first type of involvement r
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participation in enrichment activit
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Having a sibling who went to colleg
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These background characteristics ha
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In sum, in terms of enrichment acti
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Table IIC-11 SUPPORT BY FACULTY BY
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For males, living with other scienc
Page 121 and 122:
TABLE IIC-14 PARTICIPATION IN HELP
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primarily the male’s career couns
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Finally, involvement in non-enginee
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The Rowan engineering females fall
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members to have slightly higher GPA
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CHAPTER II-D CHANGES IN ENGINEERING
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However, there is a gender differen
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Considering the possibility that no
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achievement. Academic self-confiden
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While the four self-confidence fact
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We separated our analysis by year i
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Similarly, for junior females, a hi
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In summary, we can see that over th
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in their computer skills and in the
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TABLE IID-3 CHANGE IN SELF-CONFIDEN
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engineering as the right major for
Page 153 and 154:
TABLE IID-5 MEAN GRADE POINT AVERAG
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the senior year, we find the larges
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The programmatic elements of most i
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elated to satisfaction at the end o
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The second indicator of satisfactio
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of classroom hours”, “are frien
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Satisfaction Item TABLE IIE-2 SATIS
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Considering high school background
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TABLE IIE-5 MULTIPLE CORRELATIONS R
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TABLE IIE-6 MULTIPLE REGRESSION ANA
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with team work is lowest in the jun
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High School Background High school
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teams are also more likely to join
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Satisfaction Item TABLE IIE-12 SATI
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TABLE IIE-14 SATISFACTION WITH INTE
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TABLE IIE-16 MULTIPLE REGRESSION AN
Page 185 and 186:
course of the academic year. It cou
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gender difference are female studen
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a. Labwork (SATLAB) There is no gen
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TABLE IIE-22 SATISFACTION WITH ENGI
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indicated that there does not seem
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I. Programmatic Elements a-b. Satis
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II. Satisfaction with Applied Aspec
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administered during the different y
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higher among seniors. For both male
Page 203 and 204:
TABLE IIE-26 MEAN SATISFACTION WITH
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engineering self-confidence was sim
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previous research, which suggests t
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WOMEN’S PARTICIPATION IN SWE AND
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ole models for engineering in the f
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difference in satisfaction with the
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program do not exhibit poorer pre-c
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Cohort beginning year: TABLE IIF-1
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Looking at gender differences in re
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from the university, or if they had
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TABLE IIF-5 ENGINEERING “STAYERS
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Leavers were less involved in engin
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TABLE IIF-9 ENGINEERING SELF-CONFID
Page 229 and 230:
TABLE IIF-11 ACADEMIC ACHIEVEMENT O
Page 231 and 232:
TABLE IIF-13 PARTICIPATION IN ENGIN
Page 233 and 234:
TABLE IIF-14 ENGINEERING SELF-CONFI
Page 235 and 236:
TABLE IIF-15 SATISFACTION WITH ROWA
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Previous research has suggested tha
Page 239 and 240:
expected women’s perception of pr
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(4) We also expected the perception
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I’ll get hired somewhere.” Whil
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Remember that Rowan students were a
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As standardized factor scores, the
Page 249 and 250:
We also could analyze the perceptio
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TABLE IIG-5 PERCEPTION OF PROBLEMS
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TABLE IIG-7 CHANGE IN PERCEPTION OF
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presumably with an understanding th
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correlations of each of the factors
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the junior female students to perce
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CHANGE IN PERCEPTION OF PROBLEMS OV
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TABLE IIG-13 CHANGE IN PERCEPTION O
Page 265 and 266:
Issue TABLE IIG-14 CHANGE IN PERCEP
Page 267 and 268:
TABLE IIG-17 PERCEPTIONS OF PROBLEM
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CHAPTER II-H COMPARISONS TO OTHER S
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TABLE IIH-1 ENGINEERING SELF-CONFID
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Rowan females are also more involve
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TABLE IIH-3 PARTICIPATION IN SELECT
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females agreed or strongly agreed t
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males vs. 50.0% females); at Rowan,
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Purpose of the Study PART III SUMMA
Page 283 and 284:
Evidence that Rowan’s Program is
Page 285 and 286:
tend to be more satisfied with the
Page 287 and 288:
It is important to note that having
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new program, many changes were inst
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Cunningham, Christine M., Cathy Lac
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Marchese, A. J., Schmalzel, J. L, M
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Tinto, V. 1993. Leaving College: Re
Page 297 and 298:
ENGINEERING STUDENT SURVEY I Dear S
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Family Background 11.What was the h
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29a. Did you ever have a female tea
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40. The statements listed below hav
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Name__________________ Social Secur
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7. During this academic year, how f
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26. From your experience, engineeri
Page 311 and 312:
37. The statements listed below hav
Page 313 and 314:
1. Your background, how long at Row
Page 315:
APPENDIX B ENGINEERING SELF-CONFIDE
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