The Gendered Effect of Cooperative Education, Contextual Support, and Self-Efficacy on Undergraduate Retention

Autor/inn/en	Raelin, Joseph A.; Bailey, Margaret B.; Hamann, Jerry; Pendleton, Leslie K.; Reisberg, Rachelle; Whitman, David L.
Titel	The Gendered Effect of Cooperative Education, Contextual Support, and Self-Efficacy on Undergraduate Retention
Quelle	In: Journal of Engineering Education, 103 (2014) 4, S.599-624 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20060
Schlagwörter	Undergraduate Students; Academic Persistence; Females; Womens Education; Gender Differences; Student Characteristics; Academic Achievement; Student Needs; Job Skills; Self Efficacy; Academic Ability; Careers; Cooperative Education + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Geschlechterkonflikt; Schulleistung; Produktive Fertigkeit; Self-efficacy; Selbstwirksamkeit; Career; Karriere; Kooperativer Unterricht
Abstract	Background: Longstanding data have established that women earn about 20% of undergraduate degrees in engineering; they also have lower academic self-efficacy in the science, technology, engineering, and math fields than do men. This study examines these findings through a longitudinal design that explores whether cooperative education (co-op) can improve the retention of women (and men) in their undergraduate studies. Purpose: This study examines the effect on retention of demographic characteristics, cooperative education, contextual support, and three dimensions of self-efficacy -- work, career, and academic -- and their change over time. It incorporates longitudinal measures and a data check at the end of the students' fifth year. Design/Method: Respondents filled out 20-minute surveys, approximately one year apart, during three separate time periods. The study introduced and validated a number of new scales. The data for each time period were submitted to successive analyses. Results: The findings verified the study's pathways model. Academic achievement and academic self-efficacy, as well as contextual support in the case for women, in all time periods were critical to retention. Work self-efficacy, developed by students between their second and fourth years, was also an important factor in retention, although it was strongly tied to the students' participation in co-op programs. Higher retention was associated with an increased number of co-ops completed by students. Conclusion: Relationships between work self-efficacy and co-op participation and between academic self-efficacy and academic achievement play a critical role in retention for both male and female students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01