The purpose of this study is to identify key college experiences that are correlated with long-term success for female technologists. Research questions include whether long-term career success is more likely for female technology graduates who, during their undergraduate studies, (1) personally interacted with professional and academic role models, (2) were able to apply their classroom learning to real world problems, and (3) actively participated in campus life.
Academic Performance of African American High School Students Related to Socioeconomic Status and School Size
– There was a negative correlation between school level SES and reading at -.50, -.44 for mathematics, and -.35 for science performance.
– There was a positive correlation between school size and reading at .10, .01 for mathematics, and .07 for science performance.
– School level SES and school size had significant impact on school
performance in reading.
– School level SES had significant impact on school performance in mathematics.
– School level SES and school size had significant impact on school performance in science.
The Role of Motivation and Cognitive Engagement in Science Achievement
– Elementary students tend to perceive science classes as important, useful, and interesting.
– Students are likely to use various cognitive strategies in science classes.
– The mean science achievement score of 7.36 out of 14 revealed that students have a moderate level of science achievement.
– Self-efficacy and task-value significantly predicted students’ science achievement; cognitive engagement did not.
– Self-efficacy provided the strongest contribution to explaining science achievement. Task value makes the second strongest contribution.
– All independent variables were positively correlated with each other – higher levels of self-efficacy and task value were associated with higher levels of cognitive engagement.
– Student motivation (i.e., self-efficacy and task value) significantly contributed to the prediction of students’ science achievement.
– Positive and significant correlations were found among self-efficacy, task-value and cognitive engagement.
– Cognitive engagement failed to significantly predict students’ science achievement.