Доступ предоставлен для: Guest
Портал Begell Электронная Бибилиотека e-Книги Журналы Справочники и Сборники статей Коллекции
Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN Печать: 1072-8325
ISSN Онлайн: 1940-431X

Том 25, 2019 Том 24, 2018 Том 23, 2017 Том 22, 2016 Том 21, 2015 Том 20, 2014 Том 19, 2013 Том 18, 2012 Том 17, 2011 Том 16, 2010 Том 15, 2009 Том 14, 2008 Том 13, 2007 Том 12, 2006 Том 11, 2005 Том 10, 2004 Том 9, 2003 Том 8, 2002 Том 7, 2001 Том 6, 2000 Том 5, 1999 Том 4, 1998 Том 3, 1997 Том 2, 1995 Том 1, 1994

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.2014007079
pages 197-209


Jonathan C. Hilpert
College of Education, Georgia Southern University, 1332 Southern Drive Statesboro, Georgia 30458, USA
Jenefer Husman
T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 1151 S. Forest Ave., Tempe, Arizona 85287, USA
Melissa L. Carrion
School of Communication; Purdue University, 610 Purdue Mall, West Lafayette, Indiana 47907, USA

Краткое описание

Background: Future Time Perspective (FTP) theory addresses how the content and dimensions of people's imagined futures impact their learning and motivation. We used FTP theory to determine if gender differences existed in types of future events students envision and how these events were related to academic functioning. Purpose: In light of the intense national focus on career/life balance for women in the sciences, the focus of this study was to determine if students actually imagine such a trade-off when asked to think about the future. Design: We examined self-reported future events, motivation, and knowledge building from a sample of 366 engineering students. We analyzed the survey data using correlations, t-tests, and frequency counts to determine the relationship between imagined futures and academic functioning, as well as gender differences, respectively. Results: Results indicated that male students imagined significantly more professional events than female students, and that professional events were related to adaptive academic functioning. Analysis of the data suggests female engineering students self-reported a trade-off between professional and domestic events. Conclusions: We discuss the findings in the context of recent career/life balance initiatives and the need for improved industry mechanisms for helping women balance career and family.