This study estimates the effect of having a female instructor, the effects of measures of self-efficacy, and the interaction effects of measures of self-efficacy and having a female instructor on female and male student grade performance.
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.
This paper asks whether exposure to female role models may be an effective way to induce more
women to major in a male-dominated field.
– High school math and science teacher gender aﬀects student interest and self-eﬃcacy in STEM. However, such eﬀects become insigniﬁcant once teacher behaviors and attitudes are taken into account, thus pointing towards an omitted variables bias.
– Teacher beliefs about male and female ability in math and science – as well as how teachers treat boys and girls in the classroom – matter more than teacher’s own gender.
-Creating a positive learning environment and making math and science interesting are pivotal in engaging students in these subjects.
– Student interest and self-efﬁcacy are substantially aﬀected by teacher ability to make their subject interesting and to create a positive learning environment.
– Rather than hiring more female teachers or segregating students by gender, training teachers ( increasing empathy and reducing gender biases) could be more eﬀective in increasing student self-efﬁcacy and interest in STEM.
– What matters primarily in this context are not the role models played by teachers (or the stereotype threats), but the time and skills that instructors put in preparing their lectures and supporting their students.