Successful Programs for Undergraduate Women in Science and Engineering: "Adapting" versus "Adopting" the Institutional Environment

Autor/inn/en	Fox, Mary Frank; Sonnert, Gerhard; Nikiforova, Irina
Titel	Successful Programs for Undergraduate Women in Science and Engineering: "Adapting" versus "Adopting" the Institutional Environment
Quelle	In: Research in Higher Education, 50 (2009) 4, S.333-353 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-009-9120-4
Schlagwörter	Higher Education; Institutional Environment; Females; Undergraduate Study; Engineering Education; Science Education; Gender Issues; Institutional Research; Longitudinal Studies; Outcomes of Education; Interviews; Problems + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Weibliches Geschlecht; Grundstudium; Ingenieurausbildung; Naturwissenschaftliche Bildung; Geschlechterfrage; Institutionelle Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Interviewing; Interviewtechnik; Problemsituation
Abstract	This article focuses upon programs for undergraduate women in science and engineering, which are a strategic research site in the study of gender, science, and higher education. The design involves both quantitative and qualitative approaches, linking theory, method, questions, and analyses in ways not undertaken previously. Using a comprehensive, quantitative, cross-institutional, and longitudinal method, two extreme groups of programs are distinguished: those associated with the "most successful" and "least successful" outcomes in undergraduate degrees awarded to women in science and engineering. Qualitative analyses of interview data with key players in the programs in these two groups point to ways in which definitions of issues, problems, and solutions diverge (as well as converge), and thus to conceptual underpinnings that have important real-life consequences in these organizational settings of higher education. The programs that regard issues, problems, and solutions of women in science and engineering as rooted in "institutional/structural-centered," as opposed to "individual/student-centered," perspectives are associated with the most positive outcomes in undergraduate degrees awarded to women in science and engineering. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10