The authors examine whether differing levels of confidence for coping with barriers to education would moderate the relationship of stereotype threat and STEM self-efficacy.
Are girls’ math abilities and skills sufficient for them to pursue those fields? If not, when do differences arise and are they affected by environmental factors?
1) How do curricular emphases differently affect engineering learning outcomes by gender? 2) How do instructional approaches differently affect engineering learning outcomes by gender? 3) How does participation in co-curricular experiences differently affect engineering learning outcomes by gender?
Examination of Factors that Predict Academic Adjustment and Success of Community College Transfer Students in STEM at 4-Year Institutions
1) What background characteristics, community college experiences, and university experiences predict academic adjustment for community college transfer students in engineering and other STEM (nonengineering) disciplines? 2) What background characteristics, community college experiences, and university experiences predict cumulative GPA for community college transfer students in engineering and other STEM (nonengineering) disciplines?
Understanding the Changing Dynamics of the Gender Gap in Undergraduate Engineering Majors: 1971-2011
This paper examines the level and determinants of students’ plans to major in engineering when entering college. (1) How has the gender gap in incoming college students’ intent to major in engineering changed over the past 4 decades? (2) What are the determinants of women’s and men’s decision to major in engineering versus all other fields? To what extent have these determinants and/or their salience changed over time for women and men? (3) To what extent is the gender gap in the selection of engineering due to (a) gender differences in attributes, versus (b) gender differences in the salience of these attributes? How has this changed over time?
This study examines engineering students’ self-reported learning outcomes by their gender, race/ethnicity, and the intersections of gender and race/ethnicity. This study focuses on the relationship between students’ pre-college characteristics and their learning outcomes.
Breaking it Down: Engineering Student STEM Confidence at the Intersection of Race/Ethnicity and Gender
This study examines social cognitive influences on engineering student STEM confidence, with a particular focus on women and underrepresented minorities.
Examining the Tracks that Cause Derailment: Institutional Contexts and Engineering Degree Attainments
1) What factors contribute to completing an engineering degree within five years? 2) What factors contribute to students switching out of the engineering program?
Does the amount of immigrants have an impact on the amount of U.S. natives that major in STEM?
Academic and Social Barriers to Black and Latino Male Collegians' Success in Engineering and Related STEM Fields
To identify and explore the academic and social experiences of African American (AA) and Latino American (LA) male collegians in engineering and other STEM fields. Specific attention was given to the factors that AA and LA male collegians report as “barriers” to their success in engineering.
1) What are the rates of participation in Engineering undergraduate programs at two public, research universities by socio-economic status? 2) What is the actual cost of pursuing a degree in Engineering at two public, research universities by socio-economic status? 3) How does financial aid (e.g., Pell Grants, state aid, institutional aid) fluctuate over time for low-income and other students in Engineering and non-Engineering fields? 4) What are the graduation rates for students in Engineering and non-Engineering majors, by socio-economic status?
Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college
What is the relationship between completing a particular high-school mathematics curriculum and completing a STEM major in college? What is the relationship between student and high-school characteristics and performance in college level mathematics? Can the relationship be generalized across high schools of varying sizes, percentages of college-bound students, SES, and location in the US?
This study examines behavioral and intentional persistence among students who enter an engineering major in college.
This paper describes the outcomes for students matriculating in and migrating into electrical engineering (EE) and computer engineering (CpE).
The current study foci are on both entering scholastic aptitude and affective factors of personality in aiding in the prediction of retention in engineering at the end of the freshman year.
To examine Engineering majors by race and gender and examine multiple metrics for “success.”
Who is more likely to enter and graduate with a STEM major?
This research examines demographic, academic, attitudinal, andexperiential data from the Cooperative Institutional Research Program (CIRP) for over 12,000 students at two universities to test a methodology for identifying variables showing significant differences between students intending to major in science, technology, engineering, or mathematics (STEM) versus non-STEM subjects. Identifying potential candidates for STEM enrollment necessi-tates a methodology for analyzing databases containing demo-graphic, academic performance, and attitudinal information acrossa wide array of students. Finding variables that are consistently significant predictors of STEM interest and capability across a range of population subgroups requires the ability to examine a large set of variables since some variables may be significant only for specific subgroups.
The purpose of this study was to construct a comprehensive model to investigate why some high-ability minority students follow through with their plans to become scientists and engineers, while others with the same plans do not.
A Longitudinal Study of Engineering Student Performance and Retention. III. Gender Differences in Student Performance and Attitudes
Why did the women in the study- whose qualifications were arguably better than those of the men when they entered the chemical engineering curriculum- earn lower grades in chemical engineering courses and exhibit progressively lower confidence levels and expectations of themselves as they advanced through the curriculum?