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study of persistence of undergraduate women majoring in engineering and math
Title
A study of persistence of undergraduate women majoring in engineering and math.
Creator
Pena-Lopez, Jessica., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to identify factors that are associated with encourage the persistence of undergraduate women majoring in Engineering and Math (EM) at Florida Atlantic University, University of Central Florida, and University of South Florida. The persistence factors were examined through an analysis of university data and the use of a survey for enrolled senior standing students who declared their first major in engineering or math. Both quantitative and qualitative methods...
Show moreThe purpose of this study was to identify factors that are associated with encourage the persistence of undergraduate women majoring in Engineering and Math (EM) at Florida Atlantic University, University of Central Florida, and University of South Florida. The persistence factors were examined through an analysis of university data and the use of a survey for enrolled senior standing students who declared their first major in engineering or math. Both quantitative and qualitative methods were utilized to collect and analyze data from the three sites. Factor analysis and logistic regression were used to analyze the quantitative data. The quantitative data retrieved from the survey instrument revealed that participants who were self motivated, felt they had a safe learning environment, and were engaged by the university were more likely to persist in engineering and math. Additionally, the survey revealed that race and ethnicity does not predict persistence of undergraduate women maj oring in engineering and math. Qualitative analysis of open-ended survey questions revealed that the most important factor that helps female students persist in engineering and math major was self-confidence and determination. They also indicated that discrimination and stereotyping were the most difficult factors for female students to overcome. To enable more women to be successful in the pursuit of a engineering or math degree, participants made an overwhelming reference to intervention as student engagement., Student engagement consists of the following: outreach programs, support programs, study groups, homework sessions, women clubs, engineering or math clubs, math and sciences activities, math and science tours, engineering and math societies, educational programs focusing on engineering and math, online courses, women organizations in STEM, positive role models, female teachers, women mentors, exposure to engineering and math, and expanding the career outlooks of young women. They suggested that student engagement must start early and must be continuous throughout every level of the educational pathway and professional life. Recommendations are provided for policymakers and university administrators to continue supporting women majoring in EM and to increase awareness and access that encourage persistence of women in the pursuit of EM career goals.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3333307
Subject Headings
Women in engineering, Women in mathematics, Women, Education (Higher), Engineering, Study and teaching, Psychological aspects, Mathematics, Study and teaching, Psychological aspects
Format
Document (PDF)
The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.
Title
The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.
Creator
Pomerantz, Rina, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Almost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in the enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education Statistics NCES, 2016). Until now, no systematic research has focused on the differential effects of selfefficacy on academic achievement in monolingual and bilingual...
Show moreAlmost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in the enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education Statistics NCES, 2016). Until now, no systematic research has focused on the differential effects of selfefficacy on academic achievement in monolingual and bilingual undergraduate college students. The present study aimed to investigate this relationship, as well as contribute additional insight on whether the academic self-efficacy of monolingual and bilingual undergraduate college students plays a role in their academic success specifically in science and math courses. Additionally, the findings of this research study were expected to provide data to inform the development of educational programs that might specifically target monolinguals or bilinguals in enhancing students’ self-efficacy. Seven instructors of foundational undergraduate science courses and math courses at a southeastern university agreed to contribute to the study by asking their students for their voluntary participation in the data collection. A total of 361 students participated in the study. Overall, 256 (70.9%) participants reported being monolingual and 105 (29.1%) reported being bilingual; 335 (92.8%) students were enrolled in science courses and 26 (7.2%) were registered in math courses; 237 (65.7%) were female students and 124 (34.3%) were male. Demographics, self-efficacy, and sociolinguistic data were collected using the Self-Efficacy Research Study Online Questionnaire. Final science and math grades were also collected from the instructors at the end of the semester for all students who volunteered to participate in the study. The findings of this research study revealed that the self-efficacy levels of undergraduate college students in science and math predict their academic achievement in these subjects. They also showed that the self-efficacy levels of bilingual participants are higher than those of their monolingual counterparts. Findings also indicated that when the relationship between final grade and self-efficacy was examined separately in each linguistic group the correlation was significant and positive for monolinguals.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004753, http://purl.flvc.org/fau/fd/FA00004753
Subject Headings
Self-efficacy., Control (Psychology), Academic achievement--Psychological aspects., Education, Bilingual., Science--Study and teaching (Higher), Mathematics--Study and teaching (Higher)
Format
Document (PDF)