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An Advisor Like Me: Does Gender Matter?

– Gender congruence in the student-adviser relationship is particularly helpful for academically weak students and students without STEM-orientation.
– Gender congruence has no significant impact on students with STEM-orientation regardless of whether their high-school GPAs are below or above the median.
– For students without STEM orientation, gender congruence helps students with below-median high school GPA improve their student outcomes both on the extensive and intensive margins, while helping students with above-median high school GPA improve their outcomes only on the extensive margin.
-The authors find that gender congruence in the student-adviser relationship has a positive and significant effect on the odds of retention and on cumulate GPA upon graduation.
– The authors uncover that much of the gender congruence effect
on the extensive margin tends to be concentrated in the freshman and sophomore years, while the gender congruence effect on the intensive margin is less immediate and shows up only in cumulative GPA upon graduation.
– Student-adviser gender congruence is found to work differently for students with different backgrounds and interests.

– Gender congruence has no significant impact on students with STEM-orientation regardless of whether their high-school GPAs are below or above the median.

Developing a STEM Identity Among Young Women: A Social Identity Perspective

– The vast majority of the literature reviewed underlined how challenging it was for female students to identify with STEM because the social environment provided a variety of signals that women do not belong to STEM and do not embody STEM prototypes.
– Although boys tended to have higher STEM career interest overall, girls with higher STEM interest and who belonged to a mixed-gender group of friends had the highest STEM career interest scores among their female peers. In contrast, girls who belonged to primarily female friend groups and perceived their friend group to not be supportive of STEM had the lowest STEM career interest scores in the sample.
– Being in a class with more male peers who held these gendered biases negatively predicted intent to major in computer science and engineering. In contrast, being in a class with confident female peers positively predicted intent to major in computer science and engineering.
– Female students rated themselves as having lower abilities than their male counterparts.
– White female students were more likely to major in STEM in college if they felt competent in high school math.
– Young women are operating in an environment where parents, peers, and teachers think and say that they do not belong in STEM and their abilities are challenged even when they are academically successful.
– Young women experience challenges to their participation and inclusion when they are in STEM settings.

The Relationship Between Self-Efficacy and Advanced STEM Coursework in Female Secondary Students

1: How do female students’ levels of self-efficacy correlate with their decision to enroll in advanced STEM coursework and STEM extracurricular activities? 2: How does the CoP in and surrounding a small rural high school contribute to
female secondary students’ enrollment in advanced STEM coursework?

Deconstructing the Transfer Student Capital: Intersect between Cultural and Social Capital among Female Transfer Students in STEM Fields

This study explored the experiences of female transfer students majoring in STEM areas at a midwestern university by highlighting the role of Transfer Student Capital in their academic and social adjustment. The authors further deconstructed the notion of Transfer Student Capital by looking at how cultural and social capital intersect through the early background influences as well as the pre- and post-transfer experience of female community college transfer students in STEM disciplines. Research questions include (1) How do students describe the early influences regarding people, places, and experiences that influenced their early interests in STEM majors? and (2) How do female transfer students describe their academic pre- and post-transfer process and experiences?

Results of a Large-Scale, Multi-Institutional Study of Undergraduate Retention in Computing

What factors are related to undergraduate retention in Computer Science?

Profiles of Urban, Low SES, African American Girls' Attitudes Toward Science: A Sequential Explanatory Mixed Methods Study

What are the urban, low SES, African American girls’ attitudes toward science and science
learning? What aspects of their experiences and understandings contribute to differences in attitudes?

Persistence in Science of High-Ability Minority Students: Results of a Longitudinal Study

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.