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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.

Identifying Taiwanese Teachers’ Perceived Self-efficacy for Science, Technology, Engineering, and Mathematics (STEM) Knowledge

-Male teachers outperformed female teachers in each dimension
of the survey.
-Teachers’ self-efficacy in synthesized knowledge of STEM had two mediating effects. One was in the relationship between self-efficacy in engineering design and attitudes toward STEM education. The other was in the relationship between self-efficacy in Mathematical Thinking and Attitudes toward STEM education. Displaying higher self-efficacy in Engineering Design or Mathematical Thinking is not sufficient to positively predict their attitudes toward STEM education. It is having teachers with higher self-efficacy in the synthesized knowledge of STEM that matters.
-Taiwan teachers tend to have relatively high self-efficacy in terms of their Mathematical Thinking knowledge.
-Taiwan teachers seem to manifest favorable Attitudes regarding STEM education.
-Twain teachers have relatively low confidence in their Engineering Design knowledge.
– Teachers’ Scientific Inquiry and Technology Use did not relate to their self-efficacy in Synthesized Knowledge of STEM and Attitudes toward STEM education.
– Only when teachers demonstrate higher confidence in combining technology use, engineering design, and mathematical thinking into a single learning topic of science in many ways will they believe in the positive impact of STEM education on students.
– When designing teachers’ professional development, the educational authorities concerned should be very intentional in facilitating teachers’ understanding of concepts and processes that are applied through engineering design and mathematical thinking activities.

Why does teacher gender matter?

– 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.

A Path Analysis of Student Interest in STEM, with Specific Reference to Qatari Students

(1) What factors influence students’ interest in STEM fields of study or work? (2) Are there any significant differences in students’ responses with respect to their gender? (3) Are there any significant differences in students’ responses with respect to their grade level?

Teacher Characteristics, Student Beliefs and the Gender Gap in STEM Fields

To examine the impact of teachers’ gender, beliefs and behaviors on students’ beliefs about boys’ and girls’ abilities in math and science.

College Student Persistence in Scientific Disciplines: Cultural and Social Capital as Contributing Factors

The research questions guiding this study were:
1. What factors and experiences of women of color influence their persistence in science majors?
2. How do sources of capital (cultural and social) contribute to persistence efforts?

Who succeeds in STEM studies? An analysis of Binghamton University undergraduate students

Who is more likely to enter and graduate with a STEM major?

The effect of instructor race and gender on student persistence in STEM fields

To see if the race or gender of the instructor effects persistence of initial STEM majors in a STEM field after the first semester and first year.

Gender Ratios in High School Science Departments: The Effect of Percent Female Faculty on Multiple Dimensions of Students' Science Identities

1) How does the percentage of female science faculty affect high school students’ science perceptions, achievement, views, self-concept, and college major aspirations, which collectively define and reinforce their science identities? 2) Are the effects of percent female science faculty different for girls and boys?