A Perspective of Gender Differences in Chemistry and Physics Undergraduate Research Experiences

Autor/inn/en	Harsh, Joseph A.; Maltese, Adam V.; Tai, Robert H.
Titel	A Perspective of Gender Differences in Chemistry and Physics Undergraduate Research Experiences
Quelle	In: Journal of Chemical Education, 89 (2012) 11, S.1364-1370 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed200581m
Schlagwörter	Self Efficacy; Graduate Students; STEM Education; Gender Differences; Science Interests; Science Instruction; College Science; Womens Education; Females; Graduate Study; Gender Issues; Scientific Research; Undergraduate Study; Student Interests; Student Research + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; STEM; Geschlechterkonflikt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; 'Women''s education'; Frauenbildung; Weibliches Geschlecht; Geschlechterfrage; Grundstudium; Studieninteresse; Studentenforschung
Abstract	The loss of talented women from the science, technology, engineering, and mathematics (STEM) pipeline has been widely recognized within science education as a pressing issue, particularly in the physical sciences. To provide a gender-based perspective of a popular educational device, the present study evaluated undergraduate research experiences (UREs) from a longitudinal perspective in respect to participation, learning enhancements, and contribution to the pursuit of a postgraduate education. Data from practicing scientists and graduate students indicated that women were more likely to participate in these research programs than their male counterparts. Of those who had participated (n = 1829), similar patterns in conferred gains for men and women were reported; however, gender-based variations were observed within items associated with self-efficacy, science interest, and the practice of authentic research. Women were found to identify UREs as a primary reason for entering graduate school at a significantly higher rate than their male counterparts. Results of this study suggest the long-term efficacy of UREs as a gateway for women interested in STEM careers and provide support in justifying research programs and initiatives for women in traditionally male-dominated fields. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10