2010 Gender and STEM Research Symposium Program
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The program for our first Gender and STEM Research Symposium, held February 19, 2010 at Purdue University.
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Gender and STEM Research Symposium Opening Presentation
The document summarizes the agenda and logistics for the 2nd annual Gender and STEM Research Symposium hosted by ADVANCE Purdue. It provides details on the schedule, including four sessions between 8:45AM and 4:45PM with breaks in between, as well as information on evaluations and feedback. Thanks are given to various organizers, sponsors, reviewers and support staff for their contributions in making the symposium possible.
2011 Gender and STEM Research Symposium Program
The 2nd annual Gender and STEM Research Symposium hosted by ADVANCE Purdue was held on February 18, 2011 at Purdue University. The full-day program included sessions on topics related to gender and STEM from 8:45am to 4:45pm with breaks for discussion and lunch. Feedback was gathered through evaluations to help inform and improve future symposium events. The organizers thanked participants and supporters and provided information on continuing the community through other initiatives in the coming year.
10.monica rivera reflective essay dec 14
(1) The document reflects on a semester course called Seminar in Scientific Literature that helped students develop skills needed to become successful scientists.
(2) During the course, students gained interview experience by practicing with peers and professors, attended seminars to learn techniques and knowledge from speakers, and received mentoring from recruiters.
(3) Students were trained in writing statements, CVs, bibliographies, paraphrasing, and writing to prepare for opportunities like research programs in the United States.
event
A panel discussion will be held on October 14th in Butler Library Room 210 from 9:30 AM about national crises, opportunities, and solutions facing college students. The panel will feature three experts: Gavin Henning, PhD, past president of ACPA; Jesse Perez Mendez, PhD, JD, associate dean for academic affairs at Merrimack College; and Susan Marine, PhD, assistant professor and program director at the University of Central Florida. The event is co-sponsored by the Higher Education Administration Department, School of the Professions Faculty, Student Association, and The HESAA Collective.
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This document summarizes a presentation about an online STEM course that integrated Indigenous and Western science. It describes:
- The course's origins in a biologist's interest in Indigenous knowledge and collaboration with colleagues in different fields.
- How the course was taught by instructors from food science, biology, biochemistry and Indigenous science, exposing students to multiple perspectives.
- How qualitative research was conducted through student interviews to understand their experiences, with considerations for Indigenous methodologies.
- Student feedback suggesting the integration of different instructors' styles enhanced learning, but that managing time independently in an online course was challenging.
Recommended
Gender and STEM Research Symposium Opening Presentation
The document summarizes the agenda and logistics for the 2nd annual Gender and STEM Research Symposium hosted by ADVANCE Purdue. It provides details on the schedule, including four sessions between 8:45AM and 4:45PM with breaks in between, as well as information on evaluations and feedback. Thanks are given to various organizers, sponsors, reviewers and support staff for their contributions in making the symposium possible.
2011 Gender and STEM Research Symposium Program
The 2nd annual Gender and STEM Research Symposium hosted by ADVANCE Purdue was held on February 18, 2011 at Purdue University. The full-day program included sessions on topics related to gender and STEM from 8:45am to 4:45pm with breaks for discussion and lunch. Feedback was gathered through evaluations to help inform and improve future symposium events. The organizers thanked participants and supporters and provided information on continuing the community through other initiatives in the coming year.
10.monica rivera reflective essay dec 14
(1) The document reflects on a semester course called Seminar in Scientific Literature that helped students develop skills needed to become successful scientists.
(2) During the course, students gained interview experience by practicing with peers and professors, attended seminars to learn techniques and knowledge from speakers, and received mentoring from recruiters.
(3) Students were trained in writing statements, CVs, bibliographies, paraphrasing, and writing to prepare for opportunities like research programs in the United States.
event
A panel discussion will be held on October 14th in Butler Library Room 210 from 9:30 AM about national crises, opportunities, and solutions facing college students. The panel will feature three experts: Gavin Henning, PhD, past president of ACPA; Jesse Perez Mendez, PhD, JD, associate dean for academic affairs at Merrimack College; and Susan Marine, PhD, assistant professor and program director at the University of Central Florida. The event is co-sponsored by the Higher Education Administration Department, School of the Professions Faculty, Student Association, and The HESAA Collective.
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This research paper examines factors affecting the access, retention, and graduation of Black, Hispanic, and female students in STEM fields. It finds that Black and Hispanic students are underrepresented in STEM degrees and careers compared to their presence in the general workforce. For Black students, a lack of encouragement and involvement in STEM during high school and college negatively impacts retention and graduation rates. For Hispanic students, inadequate preparation in high school math and science courses also reduces STEM degree attainment. Cultural and financial barriers disproportionately affect both Black and Hispanic students' ability to access and complete STEM programs. The paper recommends improving pre-college STEM exposure, faculty involvement, and campus climate to boost retention and graduation of underrepresented minority students
What it is like to be a student in an online STEM course (Audrey Aamodt, Fidj...
This document summarizes a presentation about an online STEM course that integrated Indigenous and Western science. It describes:
- The course's origins in a biologist's interest in Indigenous knowledge and collaboration with colleagues in different fields.
- How the course was taught by instructors from food science, biology, biochemistry and Indigenous science, exposing students to multiple perspectives.
- How qualitative research was conducted through student interviews to understand their experiences, with considerations for Indigenous methodologies.
- Student feedback suggesting the integration of different instructors' styles enhanced learning, but that managing time independently in an online course was challenging.
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2. Students completed a survey measuring openness to diversity both before and after the forum. Results found that students' openness significantly increased after participating in the forum.
3. The forum included a keynote speaker, shared meal, and group activities to provide students with a meaningful diversity experience. The study suggests similar forums could help promote cultural competency among students.Using An Informal Interactional Diversity Experience to Increase Students\' O...
1. The document discusses a study that implemented an informal diversity forum at Clayton State University to promote students' openness to diversity.
2. Students completed a survey measuring openness to diversity both before and after participating in the forum. Results found that students' openness significantly increased after the forum.
3. The forum included a keynote speaker, shared meal, and group activities to facilitate cultural understanding among a diverse group of students from over 60 countries represented at CSU.
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Research horizon 2015
This document provides information about Research Horizons, a multi-disciplinary, multi-lingual annual publication. It includes the following key details:
- It has an international peer-reviewed editorial board and advisory board.
- The current issue is Volume 5 from July 2015.
- It includes research papers on a wide range of topics from humanities, social sciences, languages, commerce, and more.
- The publication strives to enhance academic rigor and receives impact factors from global databases to strengthen its credibility.
- The chief editor and senior editor welcome contributions from researchers and hope to continue improving the quality of the journal.
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Effects of School Variables on the Assurance of Quality Learning Outcomes in Schools ......................................... 117
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A professor’s reflection on the value of student reflections in a service-learning research project within a
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Dr. Maria Vlachadi and Eleni Mainou
Teaching expertise & scholarly presentations
The document summarizes the author's expertise in teaching and scholarly presentations. It outlines their passion for teaching across multiple courses at both the undergraduate and graduate levels. Their goal is to promote knowledge acquisition, critical thinking, and application of learning to clinical practice. They employ active learning strategies like discussions, presentations, and flipped classrooms. Student evaluations praise their engagement, knowledge, and passion for teaching. The author has also mentored 17 students and received teaching awards. They have developed new courses and curriculum.
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More from ADVANCE-Purdue
Career Motivations of Freshman Engineering and Non-Engineering Students: A Ge...
Engineering professions have been far less successful than other professions at attracting female students. This study attempts to shed light on this phenomenon by examining the importance, or valence (a term used in psychology to denote the intrinsic attractiveness of an object, situation, or event), that students associate with career-related outcomes. A social cognitive career theory framework and Vroom’s valence model are used to examine the importance that female freshman engineering students (n=87) place on various career-related outcomes compared with other female freshmen (n=2236) and with male engineering students (n=484). The data used in this study was drawn from the PRiSE (Persistence Research in Science & Engineering) Project, which focuses on identifying high school factors that influence the persistence of females in STEM disciplines. Funded by the NSF, PRiSE is a large-scale study that surveyed a nationally-representative sample of college English students about their interests and experiences in science and engineering. This study finds that in terms of career-related outcome valences, women who choose engineering are not representative of women in general, nor are they representative of engineers in general. On three measures, they do not even fall between both comparison groups. Engineering is attracting an outlying subset of the female population, and those females are somewhat more extreme in their career motivations than the average male engineer. The results imply that the social and cultural messages women may be receiving characterize engineering professions as requiring the de-prioritization of other personal and social goals.
Choosing STEM careers: The Dialectical Discourses of 21st century Indian women
This document summarizes a study on the cultural discourses influencing career choices for Indian women in STEM fields. The researchers conducted interviews with 30 female college students in India to identify themes in their discussions of career choice. They found that women navigate the tension between pro-technology and anti-technology cultural views. Family also plays a key role as a knowledge resource, influencing choices in ways aligned with social perceptions. While autonomy is desired, pragmatism and social status take priority over individual interests for many participants. The study aims to further understanding of cultural influences on career paths and representations of women in STEM globally and nationally.
Cultural negotiations of Indian women in U.S. engineering classrooms
Almost 700,000 international students enrolled in U.S. universities and colleges in 2009; nearly 44% of those students came from China, India, and South Korea, and students from India represented 15% of international student enrollment. The majority (65%) of Indian students study at the graduate level, and many enroll in science and engineering (S&E) programs. Approximately 1/3 of international students are women, and about 25,000 female students are from India. What do we know about women from India preparing for engineering careers? In this project we examine the experiences of Indian women engineers in the gendered organizational contexts of U.S. engineering programs, using the lens of liminality theory to explore cultural negotiations and transitions. Indian women engineers are uniquely positioned in U.S classrooms: they negotiate a wide variety of identity struggles in India, due to the patriarchal society, which poses barriers through structural and societal pressures to girls in the context of education. Furthermore, when these women enter U.S. engineering programs, they face a culture of highly masculine organizational space that imposes its own set of patriarchal practices. To understand the identity restructuring and negotiations within the framework of liminality, we co-construct the narratives of Indian engineering women in US classrooms at the intersections of competing classroom and national cultures. Based upon interviews with women from India, we propose that the culture of origin and the culture of destination are not mutually exclusive, but instead occupy simultaneous spaces in the life of Indian women engineers, playing out an important role in organizational negotiations. The theoretical and practical implications of these findings are discussed.
Gender Differences in Digital Literacy Games: Efficacy, Strategies, Experienc...
This study examined gender differences in experiences with and outcomes from a digital literacy game. The following key points were found:
1. There were no significant gender differences in digital self-efficacy or enjoyment of the game.
2. Females reported different cognitive experiences and ratings of the game than males.
3. Females tended to employ simpler game strategies than males.
4. There were no gender differences in game performance, but females perceived different learning outcomes than males.
Engaging under-represented populations in agricultural research
This document summarizes a study that examined factors influencing underrepresented groups' participation and outcomes in agricultural research programs. The study analyzed data on 71 undergraduate students from 2003-2010, collecting information on their gender, ethnicity, geographic origin, education levels attained, and current careers. The results showed that females and underrepresented minority groups were more likely to pursue postgraduate education, while white males tended to complete bachelor's degrees. Participants from regions like the Rio Grande Valley and Salinas Valley also differed in the types of further education pursued. The researchers concluded that underrepresented group participation in research leads to higher rates of continuing education beyond the bachelor's level.
Role of Social Cognitive Variables on Agricultural and Science Career Interes...
Rural students, in comparison to their urban counterparts, have had unique circumstances to contend with when making decisions about education and careers (Apostal & Bilden, 1991). Rural students have reduced accessibility to higher education, narrow rural school curricula, limited exposure to the world of occupations, and lack access to science enrichment opportunities available to students in suburban and urban settings (Goodell, Visco, & Pollock, 1999). This study was guided by Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994). SCCT highlights several cognitive-person variables: self-efficacy, outcome expectations, and personal goals and how these variables interact with other aspects of the person and his or her environment to help shape the course of career development (Lent, Brown, & Hackett, 2000). The purpose of this study was to test portions of the SCCT model (Lent et al., 1994, 2001, 2003) in the agricultural and science domains with a sample of rural high school students. Participants (N = 370) were drawn from a 3-day pre-college agricultural science program. Participants completed two questionnaires assessing SCCT career-related variables. We conducted a path analysis testing portions of the SCCT model with results indicating that the model fit the data well. High school students who participated in a pre-college science experience felt confident in their abilities to learn science also saw the value in learning science and planned to pursue science majors and careers. Moreover, participants who were interested in working in agricultural science settings were also interested in pursuing education and career goals in agriculture.
Gender Equity and Slow Adopters: Changing Academic Culture via "Leadership D...
This presentation emerges from an attempt to impact academic culture for gender equity in STEM on a large scale by working through a professional academic organization for deans. Importantly, the work targets non-self-selecting audiences, i.e., participants who have paid for “leadership development,” not “diversity awareness”; thus topics like ”unconscious bias” and “gender equity” are viewed with suspicion. Also significant is the gender ratio at higher levels of academic leadership; our audiences have ranged from 50:50 to 5:1, male to female. Hence, we engage a significant number of “slow adopters” of STEM diversity initiatives, i.e., high-ranking white males who do not view gender or diversity issues as meriting high priority. The goal is a presentation strategy (theory, method, and content) that will deliver gender equity content to inform, equip, and motivate participants to effect positive change in their institutional settings. This is a report of an ADVANCE project-in-progress that is learning from mistakes, working within constraints, and discovering new resources as we gain clarity about underlying issues and barriers to success. Best practices from Appreciative Inquiry, the Concerns-Based Adoption Model, Catalyst’s Engaging Men in Gender Initiatives, and material from gender equity and diversity programs are all informing our redesign of professional development seminars. This presentation will include examples from workshops, participant evaluations, and program designs as a means of stimulating discussion about methods for “marketing” gender equity in STEM to academic leaders with a range of personal commitments to equity issues who nevertheless have substantial authority to shape academic culture.
Institutional Ethnography as a Method to Understand the Career and Parental L...
This paper will present the initial analysis of the ADVANCE-Purdue Institutional Ethnography Parental Leave Study. This study seeks to understand how Purdue University’s parental leave policy is working to meet the career and life goals of our STEM faculty and staff members. Through the analysis of the experiences of diverse participants, ranging from administrators, faculty, and staff members directly related to the enacting or administration of the leave, we seek to identify the disconnects between the policy’s procedures and the lived experience of the implementation and administration of it. The experiences of these key agents can be means of positive transformation for the success of other employees and the whole institution. Our data comes from 12 interviews of STEM faculty and staff members in the time period of 2009-2010. Interviews covered the participants’ experiences in comprehending and enacting parental leave policy, its procedures, and the effect of its implementation in their personal and career lives. We will present common themes we have identified and we will discuss it using the structuration theory and institutional ethnography. Structuration theory was developed by Anthony Giddens in the 1970s and explains the dynamics of complex social systems. Under this theory, social systems exist only because of the reproduction of their structures (rules, resources, and relations) by human agents. D. Smith’s institutional ethnography is a research method that helps us identify disconnects between policy documents, its rules, procedures, and the people who interact with them in order to support positive institutional change.
Race, Gender, and Institutional Differences in Engineering Persistence. By Ma...
Using whole-population student records data from multiple institutions for cohorts matriculating in engineering from 1988-1998 and graduating through 2005, the extent to which institutional variation exceeds variation by gender and race discovered in earlier work is explored graphically and using multiple measures of persistence. A powerful new graph design illustrates the intersectionality of race and gender, the importance of institutional variation, and the diversity of pathways that can lead to the same overall rate of persistence. The results make it clear that some underrepresented racial groups can succeed while others do not succeed at the same institution, emphasizing the importance not only of disaggregating race and gender, but of disaggregating various races rather than considering underrepresented minorities as if they were a homogeneous group.
Attracting Underrepresented Minorities through Contextualized Learning Experi...
In order for the United States to maintain its preeminence in the world economy of this new millennium, in which science-based fields are playing an increasingly prominent role, educators need to expand and diversify the STEM talent pool (Tsui, 2007). Unfortunately, the workforce diversity needed within the science, technology, engineering, agriculture, and math (STEAM) disciplines are not being met especially in terms of the number of underrepresented minorities (URMs). One obstacle to increasing workforce diversity in STEAM majors and careers is the lack of contextualized learning experiences afforded to URMs. Contextual learning involves students connecting the content with the context in which that content could be used (Hull, 1993; Berns & Erickson, 2001). An important component of contextual learning is the use of authentic activities—activities similar to those that take place in the real- world outside of school (Borko & Putnam, 2000). Brown, Collins, and Duiguid (1989) argued that, “authentic activity…is important for learners; because it is the only way they can access the standpoint that enables practitioners to act meaningfully and purposefully” (p. 36). For urban youth, not only do authentic learning experiences help sustain their interest in sciences (Basu & Narton, 2007); engagement in context-based learning experiences at the K-12 level could significantly increase the diversity of students who participate in STEM classes and ultimately pursue careers in these areas (Custer & Daughtery, 2000).
One useful strategy in addressing the lack of URMs pursuing STEAM education and careers has been the development of precollege summer programs. For examples, pre-college agricultural summer programs have been somewhat effective in addressing the lack of diversity in the agricultural sciences. However, despite the success of pre-college agricultural summer programs, these programs have not engaged URMs high school students in solving real-world problems using contextualized inquiry experiences. By and large, these programs focus primarily on the use of demonstrations, laboratory exercises, field trips/tours, group discussions, and participation in leadership activities. Although this represents a variety of instructional activities, these types of experiences are not ideal in terms of fostering high levels of critical thinking, problem-solving, knowledge synthesis, and skill application which are necessary to help promote and sustain interest in STEAM disciplines. As such, the purpose of this poster will be to share an innovative idea whereby providing underrepresented high school students with contextualized inquiry experiences can effectively serve as a method of increasing their interest in and pursuit of postsecondary education and careers in STEAM disciplines thus resulting in a more diverse workforce.
Technology Education and Educational Technology – Two Fields, Very Different ...
Women have earned 40% of Ph.D.s in STEM disciplines in the U.S., yet their representation in academic STEM faculty and administrative positions has not wholly reflected this distribution (Hoffer, 2007; NSF, 2007): Women constitute on average only 20% of the faculty in fields related to science, technology, engineering and mathematics (NSF, 2000) a number which did not change proportionally to the degrees earned.
In education fields in which the representation of women is traditionally much higher, an interesting conundrum exists: (1) Whereas men typically dominate technology fields, educational technology/instructional technology appears to be a field that has incorporated women more successfully than other STEM domains. (2) Technology education on the other side serves as a stark contrast as a K-12 oriented field that is noted for being male-dominated (Liedtke, 1995; Zuga, 1998).
The fields of educational technology and technology education have arisen out of differing socio-historical and cultural contexts, which appear to have impacted the gender parity of each domain differently. This research study will explore the characteristics of graduate programs in Educational Technology/Instructional Technology as compared to Technology Education and explore the relationship of these characteristics to gender parity. Results of this study provide insight into strategies other fields might employ to increase participation of women.
Through an evaluation of departmental characteristics such as highest degree offered and gender composition of faculty, we will present statistical data to demonstrate the gender parity/disparity in the academic domain in these two areas. Faculty gender composition can be a pivotal factor in a field’s ability to attract and retain a diverse student body due to role-model effect (Rask & Bailey, 2002). A content analysis of program descriptions and the prerequisite academic preparation and work experience to enter instructional technology versus technology education programs will be explored, as prerequisites (Klein, 2007) are another noted academic barrier to gender equity.
This data will be contextualized in a historical analysis of the roots of these two similar, yet disparate, areas of study. While educational technology /instructional technology arose out of audio-visual education and school media, as well as programmed instruction, technology education arose out of the industrial arts tradition (Foster, 1994; O'Riley, 1996). Today, both fields are preoccupied with the concept of technological literacy and are dominated by the use of computer applications in a variety of contexts.
As highly skilled educators are needed to model high level problem-solving and critical thinking skills through their use of technology, whether the field is technology education or educational technology, this analysis will offer insight into the cultural-historical perspectives that resulted in different gender parity, and recommend strategies for attracting women across technology-oriented domains.
Exploring Gender Differences in the Benefits of Undergraduate Research Experi...
This presentation examines the effect of gender on student benefits from Undergraduate Research Experiences (UREs) in STEM disciplines. Much research has documented the benefits of UREs to students. For example, UREs have been shown to enhance students’ research skills, research self-self-efficacy, and understanding of scientific processes, aspirations for graduate education and interests in research oriented STEM careers. While the research is convincing that participation in UREs is related to positive educational outcomes for students in general, little is known about the effect of gender in relationship to URE benefits on students. The few studies that have examined the influence of gender on student benefits from UREs have generated conflicting results. Some studies (e.g., Lopatto, 2004) have reported no significant gender differences in the benefits of URE, while other studies (e.g., Kardash, 2000) documented that male students reported higher gains in their abilities to generate research hypotheses than their female counterparts. Although URE experiences have been shown as effective tools in enlarging the STEM pipeline, harnessing its efficacy to enhance the persistence of female students in STEM disciplines requires that more studies be conducted to clarify gender differences in accrued gains from UREs. This presentation addresses the identified gaps in the literature by investigating gender differences in students’ self-reported pre and post participation levels of research skills, understanding of the scientific process, research self-efficacy and aspirations for graduate education.
Data for the study come from 52 students (Female=32; Male=19) that participated in Purdue University’s Discovery Park’s Undergraduate Research Internship (DURI) program in the summer or fall semesters of 2009 academic session. Interns completed a multi-section pre-post survey instrument requesting them to indicate the extent to which they agreed/disagreed with four Likert-items regarding their research skills (e.g., “I have the ability to have a successful career as a researcher”); six items regarding their understanding of scientific processes (e.g., “understanding of how to formulate a research question”) and eleven items regarding their research skills (e.g., “documenting a research procedure.”) We employed independent sample t-tests to examine gender differences in students’ pre- and post DURI aspirations for graduate schools, research self-efficacy, research skills and understanding of scientific processes. The results revealed no statistically significant differences in any of the variables considered. Further, we calculated accrued gains/benefits from URE by subtracting the pre-participation from the post-participation values of the variables of interest. We observed no statistically significant gender differences in the variables considered. The results suggest that male and female students received similar levels of benefits from the experience.
Our presentation will discuss the importance, implications and applications of the findings to the issues of gender disparity in STEM disciplines. For example, earlier studies have attributed the attrition of women in STEM disciplines to the “abstract” nature of scientific knowledge and concepts. Given that UREs provide students the opportunities to have “hands-on” learning experiences and to understand the societal relevance of their research; we submit that UREs may be effective tools for enhancing the persistence of female students in STEM disciplines.
Three theoretical approaches to gender: Implications for creating effective p...
In recent decades, there have been increasing national, state, local and institutional efforts to increase the representation of women in Science, Technology, Engineering and Mathematics (STEM) disciplines and careers. For example, many Colleges and Universities have established programs to recruit female students, and increase female students’ persistence in STEM majors. While some of these programs have been successful in their efforts, a major limitation is that most of the programs do not address the underlying socio-psychological factors that may inhibit the representation of women in STEM disciplines. This presentation provides a discussion of three socio-psychological theoretical perspectives of gender and how these theories highlight some misleading societal explanations for the gender disparity in STEM majors and careers. Specifically, this presentation will discuss the essentialist approach, socialization approach and social constructionist approach, and their implications for creating effective programs to increase the participation of women in the STEM pipeline.
Essentialist perspective holds that behavioral differences between men and women result from innate biological differences that are culturally stable, and not susceptible to the influences of socio-cultural factors. Sex and gender are thought to be “isomorphic” and “conceptualized as stable, innate, bipolar property of individuals” (Howard and Hollander, p. 27). Although the essentialist perspective is no longer considered valid in recent social psychological research, this presentation will highlight some of its underlying assumptions that still prevail in the explanation of gender disparities in STEM. For example, the gender gap in STEM is often explained as a result of the biological and psychological differences between men and women. Men are thought of as “wired” for STEM disciplines while women are viewed as lacking the “intelligent capacity” needed to be successful scientists and engineers.
Socialization perspective holds that gendered behaviors are not biologically determined, but, are learned through a myriad of social learning processes. That is, children learn to be ‘male’ or ‘female’ by observing and imitating their parents and other members of the society, and by internalizing the gender norms of the society. This approach argues that children, through the process of socialization, learn and fulfill the gender stereotypes and role expectations (e.g., career choices) embedded in the norms of their societies. For example, parents are likely to encourage and stir their sons to engineering careers and girls to education and liberal arts. Similarly, boys are viewed as capable of succeeding in STEM careers because the requirements and qualities associated with these professions (e.g., strength and confidence) are consistent with societal views of male roles. This presentation will discuss how gender focused STEM programs can effectively address the effects of the socialization process on the participation of women in STEM careers.
Social constructionist perspective views gendered behaviors as the result of complex and dynamic processes, external to the individual. The basic argument of the social constructionist approach is that gendered behaviors are created by the daily lived experiences of people, the complex interactions between people and by the discourse of a culture. Social constructionists opine that men and women often act in gender-defined ways because they face different societal constraints and expectations. For example, women may not choose full time research careers in STEM disciplines because of other time demanding roles (e.g., parenting and other family responsibilities.) This presentation will provide some insights to how effective programs can address the societal constraints that hinder women’s participation in STEM careers.
In summary, this presentation will examine the impact of each of these
Understanding Women's Career Choices in Chemistry. By Megan Grunert and Georg...
The goals of this research study are to better understand the choices women in chemistry make with regards to career, to identify rewards and obstacles associated with available career choices in chemistry, and to compare graduate students’ perceptions of careers with the descriptions of women in those careers. Ten women graduate students in chemistry from two different institutions participated in a series of three interviews with the researcher. These interviews examined their chosen career path, their perceptions of available career options, their values about work-personal life balance, and their experiences as women in a graduate chemistry program. Women faculty members were also interviewed and asked to reflect on their career choices and provide insight into their lifestyle as academic chemists. Ten faculty members were interviewed, six from three different research-intensive universities and four from three different primarily undergraduate teaching institutions. All interviews were transcribed verbatim and subsequently analyzed using the qualitative methods of thematic analysis and the constant comparative method (Miles & Huberman, 1994).
Preliminary analysis shows that women graduate students have negative perceptions of the research professor lifestyle at large universities. They feel there is little to no balance between work and personal life. Careers at primarily undergraduate teaching schools, at government labs, and in industry were viewed much more favorably. These findings add a depth of understanding to the numerous studies showing women’s tendency to favor academic careers at teaching institutions over research institutions (see Bentley & Adamson, 2003; Kuck, Marzabadi, Nolan, & Buckner, 2004; Kulis, Sicotte, & Collins, 2002; Sears, 2003).
Women faculty members at large research institutions report deciding on their careers fairly early on in their graduate studies. They pursued this path even though they recognized the challenges associated with this career. Their primary motivation for continuing in their career was the intellectual freedom they experienced, followed by being able to work with students and help them develop into independent researchers. In contrast, the faculty members from smaller teaching institutions felt rewarded and fulfilled by teaching and working with students, rather than through chemical research. They valued the flexibility of their schedules and the ownership they had over their teaching and the research they did with undergraduates.
The findings from this study offer suggestions for future interventions with graduate students, as well as faculty recruitment at research-intensive institutions. Women graduate students felt that women faculty in their department were not positive role models with respect to balancing a career with a family. They also did not see or value the intellectual freedom associated with this career or the rewards of working as an advisor to graduate students. Candid conversations or mentoring relationships outside of the advisor-advisee dynamic could shed insight into what life is really like as a faculty member at these institutions. Hiring and benefits packages at research institutions could also be modified with the addition of family-friendly benefits and policies, including maternity leave, on-site childcare, flexible tenure clocks, and clear departmental expectations for work schedules, to appeal to more women.
Gender and Race: Workplace Benefits and Job Satisfaction of the American Work...
The purpose of my paper is to examine the impacts of workplace-related benefits on the job satisfaction of salaried workers in the U.S. labor market. In so doing, I also compare and contrast job satisfaction of the female and male workers as well as that of the white and non-white workers. Literature on gender, work and occupation underpins the impact of workplace benefits and policies on the well-being of the workers. The literature also suggests that this well-being varies across gender and race. Using this theoretical background, I ask: (1) Is there any difference in job
satisfaction between female and male workers? (2) Is there any difference in job-satisfaction between white and non-white workers? and (3) What are the impacts of workplace benefits on the job satisfaction of the workers? Using the data from the National Study of Changing Workforce (2002), I define workplace benefits as the workers’ ‘workplace autonomy,’ ‘personal benefits’ and, ‘child care benefits.’ I conduct quantitative methods of analyses and the findings show that job satisfaction significantly varies across gender and race. And workplace autonomy and personal benefits have considerable impacts on the job satisfaction of the workers. I interpret the results in terms of the gendered and racial perspectives on job satisfaction.
Oral Histories as Building Blocks for New Theoretical Models: Individual Agen...
The number of women faculty members in science, technology, engineering, and mathematics (STEM) disciplines in the US remains disproportionately small compared to women’s PhD graduation rates, despite the creation and implementation of numerous programs designed to promote women’s academic success. Much of the existing research draws on “chilly climate” and “pipeline” theoretical models to explain this phenomenon. These models address gendered experiences to an extent, but they do not adequately consider the role of individual agency on the direction of women’s career pathways. Examining the ways gendered experiences shape women’s decision-making processes at critical junctures in their career pathways may lead to new theoretical models that reflect women’s actual career paths to STEM faculty careers.
This research is part of a broader project that models women’s career pathways into STEM faculty positions and examines the ways they are similar to and/or different from chilly climate and pipeline models, and if they vary based on race and/or ethnicity. Modeling women’s career pathways into STEM faculty positions will uncover critical junctures when women’s choices may have led them to alternative careers or in the inverse, retained them in STEM faculty careers. Identifying these critical junctures has potential to inform hiring, recruitment, and retention policies aimed at increasing women’s representation among STEM faculty.
In this paper, I demonstrate the potential of oral histories to illuminate the ways individual agency and gendered experiences shape women’s pathways to STEM faculty careers. In particular, I discuss the use of oral histories to identify critical career pathway junctures and examine the relationship between gendered experiences and women’s decision-making in their career pathways to and in STEM faculty positions. I describe the results from a set of oral histories of women faculty in STEM disciplines collected as part of a NSF-funded ADVANCE grant research project aimed at improving the career success of women STEM faculty. Oral histories give participants greater voice to discuss points along their career pathways they feel are important. For context, the oral history includes biographical information, family life information, educational history, and employment history. Career path modeling includes women’s first interests in STEM disciplines, the ways those interests were fostered through education, and in-depth discussions about each job held after doctoral receipt with particular focus on current STEM faculty positions. The oral history concludes by discussing the ways participants feel gender, race and/or ethnicity affect feelings of fitting into their departments and perceptions of treatment by others because of their gender, race and/or ethnicity.
Because of the open-ended nature of oral histories, gendered experiences and emerge naturally through women’s stories about their career pathways. Women’s reflections on and perceptions of their career paths and the role of gender within it will produce rich, real-life data from which new theoretical models may be developed.
Graduate Students’ Perceptions of Work and Family: Gender and Program Compari...
Recent political debates have suggested that the United States is on the verge of a crisis and their position as a leader in producing talented and ambitious individuals in technical professions, such as engineering, is in jeopardy. A National Academy of Sciences 2006 report stated, “the United States can no longer afford the underperformance of our academic institutions in attracting the best and brightest minds to the science and engineering enterprise. Nor can it afford to devalue the contributions of some members of that workforce through gender inequities and discrimination” (2006).
Recent years have seen the movement of women into male-predominated programs and the movement of some programs toward gender-neutral compositions. However, a study of undergraduate college women revealed that women in male-predominated programs were more likely than those in female-predominated programs to report thinking about changing their major (Steele, James, & Bartnett, 2002) indicating that there is a problem in retaining these women recruited into male-predominated programs.
This study assessed perceptions of family supportiveness in academic program and anticipated career, anticipated career barriers, gender ideology and strategies for combining career and family among 181 graduate students from male-predominated, female-predominated, and gender-neutral programs at 11 research-extensive universities in the United States. Gender and program comparisons in perceptions of family supportiveness and anticipated career barriers were examined.
Unexpectedly, students in female-predominated programs perceived their programs and future careers to be less supportive of families than students in other programs. Women also anticipated more barriers to their chosen careers than men, with a significant gender by program interaction with women in male-predominated programs anticipating the most severe career barriers. While an egalitarian gender ideology was found to be a significant predictor of career scaling back for women it was not associated with career scaling back for men.
Chartering Factors that may contribute to Gender Differences in Spatial Abili...
This study aimed to quantitatively synthesize the literature on gender differences in mental rotation ability in order to characterize the typical magnitude of the differences and their variations across studies. Since a series of studies led by Lubinski and Benbow has reported a critical role of spatial ability as a predictor of successful performance and developing expertise in science, technology, engineering, and mathematics (STEM) disciplines (e.g., Wai, Lubinski, Benbow, 2009), the value of spatial ability seems to be refreshed in STEM education more than ever. Since the early stages of research on spatial ability (Carroll, 1993; Eliot, 1987; Harris, 1978), studies on mental rotation ability, one sub-type of spatial ability, tend to provide consistent evidence for gender differences favoring males (Linn & Petersen, 1985; Voyer, Voyer, & Bryden, 1995). While the trend seems evident, the magnitude of the effect varies across studies with different populations and settings. In addition, the causes of the observed gender differences in mental rotation ability are not clarified yet (Masters, 1998; Moè, 2009).
However, the literature suggests that the observed gender differences in mental rotation ability can be explained by at least five distinguishable factors: biological, strategic, experiential, affective, and performance. Among those five factors, we focused on performance factors to understand whether gender differences observed in scores are true or are due to the artifacts of the testing conditions. Specifically, we focused on the gender difference in three-dimensional mental rotation ability measured by The Purdue Spatial Visualization Tests: Visualization of Rotations (PSVT:R) (Guay, 1976), which has been prevalently used in STEM education for more than three decades.
Addressed research questions are as follows: (a) What is the typical effect size of gender differences in mental rotation ability measured by the PSVT:R?; (b) To what extent do effect sizes vary across studies?; and (c) How do effect sizes differ by the types of the test, length of the test, time limits, administration modes, education levels, and participants’ majors?
Fifty-four effect sizes obtained from 35 out of 153 studies that utilized PSVT:R were included in the meta-analysis. This study revealed that the PSVT:R has a significant gender difference favoring males with the weighted average of Cohen’s d=0.63, indicating a relatively large gender difference in spatial ability scores. The chi-square test of homogeneity (Q statistics) (Hedges, & Olkin, 1985) of effect sizes rejected the null hypothesis, implying that true effect sizes do vary across studies. Thus, additional analyses investigating moderating effects with random-effects models were warranted. Based on the descriptive results, testing conditions and sample and study characteristics were used as possible moderators in a multilevel model for a meta-analysis. Through this analysis, conclusions were made for each research question and followed by the discussion including implications in practice and suggestions for future research.
What science and engineering means: Discourses of young children across the w...
In this presentation, we review the findings of a 2-year cross-cultural research program in which we interviewed over 800 young children (K-4) in four countries—the United States, China, Belgium, and Lebanon—about the meanings of science and engineering work and careers. Our project focused on how meanings of work in STEM are discursively created, and examined cross-cultural, gender, and class differences in career and work socialization. This research offers communicative perspectives about the challenges of gender representation and the gendered organizing and career processes in science, technology, engineering, and math (STEM) areas.
Some themes we will review regarding the discourses of these children include:
1. The discursive intersections of imagination and material realities;
2. The contradictory discourses regarding occupational status and stigma; and
3. The cultural influences of honor and duty to one’s family or country
We discuss these findings in terms of the theoretical contributions they make to career and occupational socialization theory. In examining the constructed nature of STEM work, and its meaningfulness to different developmental, gender and cultural groups, we highlight how meanings of work, context, and career socialization operate synergistically to shape children’s understandings of work. We also invite discussion of how the research findings can be translated into practical changes to early messages about work and careers, in order to “change the conversation” and shape new futures for young women in STEM careers.
We believe these findings provide unique insights into early developments in children’s anticipation of and socialization into STEM work and careers, and enable comparison of national, cultural, class, and developmental discourses. The findings have important implications for understanding the underrepresentation of women in STEM careers, and the class and cultural differences in young children’s conceptualizations of such work.
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Career Motivations of Freshman Engineering and Non-Engineering Students: A Ge...
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9
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
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- 1. Welcome to the 1st annualGender and STEM Research Symposium hosted by ADVANCE-Purdue February 19, 2010 Purdue University
- 2. Welcome! Dr. G. Christine Taylor Vice Provost for Diversity and Inclusion Chief Diversity Officer Purdue University taylorgc@purdue.edu
- 3. Welcome! A connection with Intersections...
- 4. Welcome! The spirit of this symposium... The process of this program’s development... The structure of the program... activism, agriculture, class theory, community work, critical race theory, discourse analysis, educational contexts, engineering, faculty participants, femininities, feminist theory, gaming, government participants/contexts, graduate students participants, historical analysis, identity, industry participants/contexts, intersectionality, interview-based methods, literary analysis, masculinities, mathematics, mixed methods, not-for-profit participants/contexts, observation-based methods, other contexts, other research methods, P-12 participants/contexts, qualitative methods, quantitative methods, queer theory, science, survey-based methods, teaching-research balance, technology, text-based methods, theory generating, theory testing, undergraduate students participants, visual arts, work-life balance
- 5. Welcome! The spirit of this symposium... The process of this program’s development... The structure of the program... A word about breaks...
- 6. Please share your thoughts with us... You will have two opportunities to give us feedback on today’s symposium – after morning sessions, and after afternoon sessions. Please drop your completed forms off at the registration desk as you head to lunch or as you leave today. Thank you!
- 7. Many thanks... Funding supportSusan Bulkeley Butler Center for Leadership Excellence, College of Family and Consumer Sciences, Diversity Resource Office and DiversiKey, ADVANCE Research team, College of Science Women in Academia group Reviewers OmololaAdedokun, Colleen Arendt, Dina Banerjee, Megan Grunert, Mindy Hart, JordanaHoegh, Beth Holloway, Julia Kalish, Rene Ketterer, Daphene Koch, Alice Pawley, Wendy Peer, Johannes Strobel, Michele Tomarelli, Ralph Webb, Anna Woodcock. Organizational supportDina Banerjee, Lana Rice, SaranyaSrinivasan, Suzanne Zurn-Birkhimer ∧∨∧ ∧∨∧ ∧∨∧
- 9. Session 1 9:00-10:30 Joint session with Intersections conference ∧∨∧
- 10. Session 2 10:45-12:15 Joint session with Intersections conference ∧∨∧
- 11. Please share your thoughts with us... Please complete our evaluation on this morning’s sessions. We will invite you to complete another for the afternoon sessions. Please drop your form off at the registration desk as you head to lunch. Thank you! We appreciate your specific and constructive feedback!
- 14. Moving forward... Purdue Gender-STEM RIG communityhttp://tinyurl.com/GSTEMRIG ADVANCE Friends listserv Another symposium next year? Other ideas?
- 15. Please share your thoughts with us... Please complete our evaluation on this afternoons’ sessions. We appreciate your specific and constructive feedback! Please drop your form off at the registration desk as you leave. Thank you!
- 16. Thank you for today! See you next year, if not before...