scholarly journals The Paths Between Gender, Barriers, Social Support, Coping Efficacy, and Educational Goals

2016 ◽  
Vol 26 (1) ◽  
pp. 68-76 ◽  
Author(s):  
Isabelle Fort ◽  
Anca Murariu
Keyword(s):  
Social Support ◽  
Career Choice ◽  
Choice Model ◽  
Educational Goals ◽  
Coping Efficacy ◽  
Hypothetical Model ◽  
Gender Barriers ◽  
Science Technology ◽  
And Mathematics ◽  
Practical Implications

The twofold aim of this study was first to extend results on the career choice model previously obtained with students in science, technology, engineering, and mathematics and to gauge the relevance of including self-efficacy for coping with barriers in this model. The second aim was to examine whether examined paths varied according to gender. We investigated the paths between social support, barriers, barrier-coping efficacy, and goals in a sample of 215 students drawn from disciplines where men are underrepresented. In line with the hypothetical model, results revealed significant paths between social support, barriers, barrier-coping efficacy, and goals. Moreover, these paths did not vary according to gender. Results are discussed with reference to the literature and in terms of their practical implications.

Fostering Persistence in Science, Technology, Engineering, and Mathematics (STEM): Creating an Equitable Environment That Addresses the Needs of Undergraduate Students

2022 ◽  
pp. 152102512110735
Author(s):  
Jennifer Louten
Keyword(s):  
Social Support ◽  
Student Retention ◽  
Undergraduate Students ◽  
Real World ◽  
Hispanic Students ◽  
Critical Issue ◽  
Degree Programs ◽  
Science Technology ◽  
Stem Students ◽  
And Mathematics

Student retention is a critical issue for universities, and nearly half of the students who start degree programs in science, technology, engineering, and mathematics (STEM) do not complete them. The current study tracks the progress of STEM students taking part in an entry-to-graduation program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities. Although it had no effect on the number of students who changed their major, the program more than doubled the number of students who graduated in their original major. Black or Hispanic students taking part in the program also graduated at twice the rate of comparator students, largely attributable to the success of women in these groups. The results provide needed real-world insights into how to create an equitable environment that promotes the persistence and graduation of students, including those from groups historically underrepresented in STEM.

Fast fashion and the future

2014 ◽  
Vol 22 (2) ◽  
pp. 157-160 ◽  
Author(s):  
Tom P. Abeles
Keyword(s):  
Design Methodology ◽  
Tipping Point ◽  
Social Implications ◽  
Current Effort ◽  
Fast Fashion ◽  
Content Type ◽  
Science Technology ◽  
The Future ◽  
And Mathematics ◽  
Practical Implications

Purpose – The purpose of this paper is to suggest that all of the systems, education, economic and social, are caught in an ever-increasing pace, tied in large part to a set of beliefs, largely economic, that resemble a religion and for which there appears to not be a rational option to escape. Design/methodology/approach – A study of systems. Findings – It is argued that we are at a tipping point where there are too many holes in the intellectual dike, that a shift in many dimensions may not be preventable. Practical implications – While “techno-futurists” are promoting this increasing evolution pace towards a transformational singularity, there appears to be no serious consideration that humanity may get its “wish” as did King Midas. Social implications – There is a serious question as to whether there can be, and should be, alternatives not cast into the frame of the Neo-Luddites. Originality/value – This is a contrarian view of the current effort to promote the educational focus on STEM, science, technology, engineering and mathematics, almost as a pre-cursor to being able to participate in a technology-driven societal model of the future.

Seeing Isn’t Always Believing: Gender, Academic STEM, and Women Scientists’ Perceptions of Career Opportunities

2021 ◽  
pp. 089124322110088
Author(s):  
Sharon R. Bird ◽  
Laura A. Rhoton
Keyword(s):  
Women Scientists ◽  
Work Organizations ◽  
White People ◽  
Work Lives ◽  
Gender Barriers ◽  
Science Technology ◽  
Implicit Biases ◽  
Career Opportunities ◽  
And Mathematics ◽  
Academic Workforce

Studies about women’s underrepresentation in the U.S. science, technology, engineering, and mathematics (STEM) academic workforce have flourished in the past decade. Much of this research focuses on institutionalized gender barriers and implicit biases, consistent with theorizing about how work organizations disproportionately benefit men, white people, and other systemically advantaged groups. But to what extent do faculty most likely disadvantaged by systematic inequities actually perceive “barriers” to equity in the context of their own work lives? What might the repercussions associated with variation in perceptions about inequity be, especially within institutions of higher education actively pursuing equity agendas under such programs as the National Science Foundation’s ADVANCE program? Using interview data from 53 STEM women faculty working at a university that received a 5-year NSF ADVANCE IT award, we examine the range of views held among women scientists about the extent to which opportunity and success are a function of meritocratic versus nonmeritocratic processes. Findings show that almost a third of participants held the view that opportunities and advancement are primarily a function of meritocratic processes. We discuss implications of these findings for broader institutional efforts to reduce inequities in academic STEM.

scholarly journals Extending the three-tier constructivist learning model for alternative delivery: ahead the COVID-19 pandemic in Nigeria

2021 ◽  
Vol 21 (3) ◽  
pp. 1673
Author(s):  
Arnold Adimabua Ojugo ◽  
Rume Elizabeth Yoro
Keyword(s):  
Teaching And Learning ◽  
Scientific Development ◽  
Educational Goals ◽  
Tertiary Institutions ◽  
Science Technology ◽  
Exemplary Practices ◽  
And Mathematics ◽  
Quota Sampling ◽  
Teaching Learning ◽  
Alternative Delivery

<span>Constructivist theory defines a learning process whereby a learner denotes meaning for him/herself as he/she learns. Its challenges inform us that focus and intervention needs to be given to our curricular and instructional material, so that we may have something to offer students in the next century in terms of scientific development, drawing us into technological isolation. Study seeks to ascertain readability of some textbooks used in the teaching of science, technology, engineering and mathematics in tertiary institutions in Delta State. We chose 72 institutions using quota sampling. To uphold the virtues of internationalization, results show we must devise strategies against de-territorializing of knowledge. And thus, redefine educational goals to meet globalization as a means of network and unification. Thus, constructivism yields and apt description of both individual, group and organizational adoption patterns of technology for teaching and learning across disciplines at the various schools and educational levels. It images exemplary practices for teaching, learning and research, highlighting evidences that links technology integration, readability and quality students learning.</span>

scholarly journals Transitions Across Multi-Worlds: Experiences of Chinese International Doctoral Students in STEM Fields

2021 ◽  
pp. 102831532110162
Author(s):  
Yibo Yang ◽  
Judith MacCallum
Keyword(s):  
Conceptual Framework ◽  
Doctoral Students ◽  
Three Dimensional ◽  
Social Worlds ◽  
Doctoral Study ◽  
Science Technology ◽  
International Doctoral Students ◽  
And Mathematics ◽  
The Relationship ◽  
Practical Implications

In the context of internationalization, this longitudinal qualitative study explores the diverse and challenging experiences of Chinese international doctoral students in science, technology, engineering, and mathematics. The endeavor is to identify factors that facilitate or constrain their successful completion of a PhD abroad over time. By incorporating a three-dimensional multi-world conceptual framework that highlights the relationship between an individual’s research, personal, and social worlds, this study identified six patterns of congruence or difference across the worlds and the corresponding transitions, illustrated with narratives for each pattern. Evidence shows that congruence of an individual’s multi-worlds facilitates, but difference does not necessarily mean constraint when differences are respected, understood, and accommodated. Rather, it is how the transitions are negotiated that is important for the success of transnational and transcultural PhD study. This article contributes a conceptual framework, empirical evidence, and practical implications to the understanding of doctoral study abroad experiences.

scholarly journals STEAM as a tool to encourage engineering studies

2019 ◽  
Vol 2 (35) ◽  
pp. 158-166
Author(s):  
Maria Amparo Oliveros Ruiz
Keyword(s):  
Career Choice ◽  
Female Students ◽  
Performance Model ◽  
Stem Careers ◽  
Engineering Studies ◽  
Future Performance ◽  
Science Technology ◽  
And Gender ◽  
And Mathematics ◽  
Northwest Region

 In recent times women have been making their way into engineering, one of the most booming fields internationally. However, women enrollment in these careers in Mexico has grown slowly, only about 30 % of the total student population enrolled in an engineering related program are women. For the purposes of this research, a survey was applied to the students of three universities in the northwest region of Mexico confirmed a STEAM network aiming to promote enrollment, retention and gender equality on STEM careers, in order to present the outcome about their motivation for this career choice. As well as the future performance model of female students enrolled in engineering degrees. Findings have shown that there is no female model to follow, so it is proposed to include a Science, Technology, Engineering, Arts and Mathematics (STEAM) model in the Schools of Engineering to increase preference and enrollment of women in this area of knowledge.

Work Engagement and Research Output Among Female and Male Scientists

2016 ◽  
Vol 15 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Lonneke Dubbelt ◽  
Sonja Rispens ◽  
Evangelia Demerouti
Keyword(s):  
Work Engagement ◽  
Research Output ◽  
Research Performance ◽  
Daily Work ◽  
Time Control ◽  
Science Technology ◽  
And Performance ◽  
And Mathematics ◽  
Number Of Publications ◽  
The Relationship

Abstract. Women have a minority position within science, technology, engineering, and mathematics and, consequently, are likely to face more adversities at work. This diary study takes a look at a facilitating factor for women’s research performance within academia: daily work engagement. We examined the moderating effect of gender on the relationship between two behaviors (i.e., daily networking and time control) and daily work engagement, as well as its effect on the relationship between daily work engagement and performance measures (i.e., number of publications). Results suggest that daily networking and time control cultivate men’s work engagement, but daily work engagement is beneficial for the number of publications of women. The findings highlight the importance of work engagement in facilitating the performance of women in minority positions.

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