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Robinson, Debra and Barbara Reilly. 1993.”A Study of Educational preparation and Professional Success.” Journal of Engineering Education 82 (4): 196-202. Ross, K. 1994. Women in Engineering: The Undergraduate Years. Ph.D. Dissertation, SUNY Albany, School of Education. Rosser, Sue V. 1991. Female Friendly Science. Columbia, NY: Teacher’s College Press. ____________ 1995. “Introduction. Reaching the Majority: Retaining Women in the Pipeline.” Pp.1-24 in S. Rosser (ed.), Teaching the Majority: Breaking the Gender Barrier in Science, Mathematics, and Engineering. New York. Teacher's College Press. __________2001. “Will EC2000 Make Engineering More Female Friendly?” Women’s Studies Quarterly 3-4: 164- 186. Rusch, Edith, A. (2002). The [un]changing world of school leadership: From discourse to practice. In G. Perreault & F. Lunenburg (Eds.). The changing world of school administration Lanham, MD: Scarecrow. Sax, Linda. 1994. "Mathematical Self-Concept: How College Reinforces the Gender Gap." Research in Higher Education 35 (2): 141-166. ________. 1996. “The Dynamics of ‘Tokenism’” How College Students Are Affected by the Proportion of Women in Their Major.” Research in Higher Education 37(4): 389-425. ________. 2001. “Undergraduate Science Majors: Gender Differences in Who Goes to Graduate School.” The Review of Higher Education 24(2): 153-172. Schaefers, Kathleen G., Douglas L. Epperson, and Margaret M. Nauta. 1997. “Women’s Career Development: Can Theoretically Derived Variables Predict Persistence in Engineering Majors?” Journal of Counseling Psychology 44(2): 173-183. Schlossberg, Nancy. 1989. “Marginality and Mattering: Key Issues in Building Community.” New Directions for Student Services 48: 5-15. Schmalzel, J., A.J. Marchese, J. Mariappan, and S. Mandayam . 1998. “The Engineering Clinic: A Four-Year Design Sequence.” 2nd Annual Conference of National Collegiate Invention and Innovation Alliance. Washington, D.C. Siann, Gerda and Margaret Callaghan. 2001. “Choices and barriers: Factors Influencing Women’s Choice of Higher education in Science, Engineering and Technology.” Journal of Further and Higher Education 25(1). Seymour, Elaine and Nancy M. Hewitt. 1997. Talking About Leaving: Why Undergraduates Leave the Sciences. Colorado: Westview Press. Seymour, Elaine. 1995. “Revisiting the problem iceberg: Science, mathematics, and engineering students till chilled out: Examining the causes of student attrition in science-based fields on a variety of campuses. Journal of College Science Teaching 24 (6): 392-400. Sonnert, Gerhard. 1995. Who Succeeds in Science? New Brunswick, New Jersey: Rutgers University Press. Stage, Frances K. 1989. “Reciprocal Effects Between the Academic and Social Integration of College Students. Research in Higher Education 30: 517-30. Steele, Claude M. 1997. “A Threat in the Air: How Stereotypes Shape Intellectual Identity and Performance.” American Psychologist 52(6): 613-629. Strenta, C. A., R. Elliot, R. Adair, M. Marler, and J. Scott . 1994. “Choosing and Leaving Science in Highly Selective Institutions.” Research in Higher Education 35(5): 513-47. Tannen, Deborah (ed.) 1993. Gender and Conversational Interaction. New York: Oxford University Press. Terenzini, P.T. et. al. 1994. “The Transition to College: Diverse Students, Diverse Stories.” Research in Higher Education 35(1): 57-73. __________ et. al., 1996. “First-Generation College Students: Characteristics, Experiences, and Cognitive Development.” Research in Higher Education 37 (1): 1-22. References-292
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A GENDER LENS ON ROWAN UNIVERSITY
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EXECUTIVE SUMMARY BACKGROUND TO THE
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the program? In particular, how do
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various aspects of the program and
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However, the empowering effect of t
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with the delivery of lab work, team
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The perception of problems for wome
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• Have as high or higher academic
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These are important findings for an
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CHAPTER I-A INTRODUCTION The under-
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incorporate an inclusive pedagogica
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has specifically been advocated as
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affect intellectual identity and ac
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CLIMATE ISSUES DIFFICULT FOR WOMEN
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atmosphere separates students from
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successfully serve as a model for m
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uilt itself up into a full-fledged
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sensitive policy to sophomore year
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work together to continuously creat
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that students, in their exit interv
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presentations convincing to practic
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chapter on campus, which sponsors s
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academic year and their satisfactio
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Additional Information from Univers
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CHAPTER I-D THE ROWAN ENGINEERING S
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The rest of this chapter is based o
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TABLE ID-3 COHORT BY MAJOR (%’s)
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TABLE 1D-4 PERCENTAGE FEMALE IN MAJ
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Academic Achievement The level of a
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TABLE ID-6 PRE-COLLEGE ACADEMIC ACH
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London, 1992). Almost a third of th
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Parental occupations of male studen
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As we have mentioned above, about h
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All of the support items were recod
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science field. Males and females sh
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5) pre-college academic preparation
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program. Other students may opt to
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confidence at the beginning of each
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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
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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
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TABLE IIB-4 MULTIPLE REGRESSION ANA
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oth that they will stay with engine
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The main gender differences through
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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
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(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
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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
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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
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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
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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
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TABLE IIF-11 ACADEMIC ACHIEVEMENT O
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TABLE IIF-13 PARTICIPATION IN ENGIN
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TABLE IIF-14 ENGINEERING SELF-CONFI
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TABLE IIF-15 SATISFACTION WITH ROWA
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Previous research has suggested tha
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expected women’s perception of pr
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(4) We also expected the perception
Page 243 and 244: I’ll get hired somewhere.” Whil
Page 245 and 246: Remember that Rowan students were a
Page 247 and 248: As standardized factor scores, the
Page 249 and 250: We also could analyze the perceptio
Page 251 and 252: TABLE IIG-5 PERCEPTION OF PROBLEMS
Page 253 and 254: TABLE IIG-7 CHANGE IN PERCEPTION OF
Page 255 and 256: presumably with an understanding th
Page 257 and 258: correlations of each of the factors
Page 259 and 260: the junior female students to perce
Page 261 and 262: CHANGE IN PERCEPTION OF PROBLEMS OV
Page 263 and 264: 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
Page 269 and 270: CHAPTER II-H COMPARISONS TO OTHER S
Page 271 and 272: TABLE IIH-1 ENGINEERING SELF-CONFID
Page 273 and 274: Rowan females are also more involve
Page 275 and 276: TABLE IIH-3 PARTICIPATION IN SELECT
Page 277 and 278: females agreed or strongly agreed t
Page 279 and 280: males vs. 50.0% females); at Rowan,
Page 281 and 282: 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
Page 289 and 290: new program, many changes were inst
Page 291 and 292: Cunningham, Christine M., Cathy Lac
Page 293: Marchese, A. J., Schmalzel, J. L, M
Page 297 and 298: ENGINEERING STUDENT SURVEY I Dear S
Page 299 and 300: Family Background 11.What was the h
Page 301 and 302: 29a. Did you ever have a female tea
Page 303 and 304: 40. The statements listed below hav
Page 305 and 306: Name__________________ Social Secur
Page 307 and 308: 7. During this academic year, how f
Page 309 and 310: 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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