Begell House Inc.
Journal of Women and Minorities in Science and Engineering
JWM
1072-8325
7
4
2001
SELF-EFFICACY BELIEFS, MOTIVATION, RACE, AND GENDER IN MIDDLE SCHOOL SCIENCE
15
10.1615/JWomenMinorScienEng.v7.i4.10
Frank
Pajares
Division of Educational Studies, 1784 North Decatur Road, Suite 240, Emory University, Atlanta, GA 30322
Shari L.
Britner
Department of Teacher Education, Bradley University, Peoria, Illinois 61625, USA
The purpose of this study was to discover whether the science motivation beliefs of middle school students (N = 262) vary as a function of their gender or race/ethnicity and to determine whether science self-efficacy beliefs predict science achievement when motivation variables shown to predict achievement in other academic areas are controlled. Girls reported stronger science self-efficacy and self-efficacy for self-regulation, and they received higher grades in science. Boys had stronger performance-approach goals. White students had stronger self-efficacy and achievement, and African American students reported stronger task goals. Self-efficacy was the only motivation variable to predict the science achievement of girls, boys, and White students. Self-efficacy and self-concept predicted the science achievement of African American students. Results are interpreted from the perspective of Bandura’s social cognitive theory.
GENDER, RACE, AND THE COLLEGE SCIENCE TRACK: ANALYZING FIELD CONCENTRATIONS AND INSTITUTIONAL SELECTIVITY
16
10.1615/JWomenMinorScienEng.v7.i4.20
Ann L.
Mullen
Department of Sociology, University of Toronto, Canada
This study examines the effects of gender, race, and ethnicity on the pursuit of scientific fields of study among college students. It builds on previous research by considering variation among fields of science and variation across institutions in selectivity. The findings reveal that African American students graduating with degrees in science are underrepresented in elite institutions, principally because of their concentration in historically Black colleges and universities. The evidence does not indicate that female science majors are underrepresented in elite institutions. Both groups are concentrated among the science fields with the lowest labor market returns. These findings demonstrate that female and minority students are more disadvantaged than studies of their simple representation in science would suggest.
USING MENTORS AND INTERDISCIPLINARY TEAMS TO “GENDERIZE” TEACHER EDUCATION
14
10.1615/JWomenMinorScienEng.v7.i4.30
Jo
Sanders
Center for Gender Equity, CT, USA
Patricia B.
Campbell
Cambell-Kibler Associates, Inc., Groton, MA
This article describes a national project concerning gender equity in teacher education in mathematics, science, and technology. Using a model of external mentors and on-site teams, the Teacher Education Mentor Project worked with seven universities to facilitate the inclusion of gender equity in individual college courses and in college of education programs, policies, and practices. In the study, professors’ course syllabi from 1996 were compared to their end-of-project 1999 syllabi. Their 1996 and 1999 written statements on gender equity in their classes were also compared. Ongoing professor and mentor interviews were conducted, as were site visits. The results indicated greater degrees of institutional change and self-reported individual change than changes in syllabi. Reasons for the mixed results and lessons learned are discussed.
IDENTIFYING DETERMINANTS OF ACADEMIC SELFCONFIDENCE AMONG SCIENCE, MATH, ENGINEERING, AND TECHNOLOGY STUDENTS
24
10.1615/JWomenMinorScienEng.v7.i4.40
Penelope M.
Huang
University of Washington, Department of Sociology and Center for Workforce Development, Box 352135, Seattle, WA 98195-2135
Suzanne Gage
Brainard
Center for Workforce Development, University of Washington, 101 Wilson Annex, Box 352135, Seattle, Washington 98195, USA
This study attempts to identify determinants of the gender gap in science, math, engineering, and technology (SMET) students’ levels of self-confidence in math, science, and overall academic ability. Results from multivariate regression analyses of 336 undergraduate engineering majors at the University of Washington (UW) who completed the Engineering Student Experience Survey point to perceived respect from professors as the strongest determinant of female academic self-confidence, whereas the perceived quality of teaching is the strongest predictor among male students. Results from multivariate regression analyses of the Undergraduate Retention Study, a longitudinal study of nine cohorts of female undergraduates interested in SMET study at UW, support the finding that female students’ selfconfidence levels tend more than those of male students to be influenced by external factors. Analyses also reveal the determinants of math self-confidence to be different from factors that determine science self-confidence. These factors are found to vary by class level as well.
THE IMPACT OF VOUCHERS ON THE SCIENCE AND MATHEMATICS ACHIEVEMENT OF ELEMENTARY STUDENTS IN A MAJORITY AFRICAN AMERICAN PUBLIC SCHOOL DISTRICT
14
10.1615/JWomenMinorScienEng.v7.i4.50
Kim K.
Metcalf
College of Education-University of West Georgia
Patricia A.
Muller
Indiana Center for Evaluation, Indiana University, Bloomington, IN 47405
William J.
Boone
Miami University, Oxford, OH
In many settings, the issue of publicly funded vouchers for students is being discussed. This article presents the results of evaluating test data from students living within the city boundaries of Cleveland, Ohio. In Cleveland, a limited number of low-socioeconomic status students can receive publicly funded vouchers. Data were analyzed using multivariate and univariate techniques. The results suggest that (a) students who did not return to the scholarship program from third to fourth grade exhibited lower achievement levels than those who remained in the program, (b) scholarship students who continued in the scholarship program from third to fourth grade continue to be very much like their public school counterparts, and (c) the effects of the program on scholarship students’ academic performance are slightly positive but are mediated by the schools they attend. This study is important because vouchers may or may not provide a mechanism by which the participation of underrepresented groups in science and mathematics can be increased.