Literaturnachweis - Detailanzeige
| Autor/in | Stromquist, Nelly P. |
|---|---|
| Institution | Institute of International Education, New York, NY. |
| Titel | Daring To Be Different: The Choice of Nonconventional Fields of Study by International Women Students. IIE Research Report Number Twenty-Two. |
| Quelle | (1991), (166 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 87206-188-4 |
| Schlagwörter | Quantitative Daten; Family Role; Females; Foreign Students; Graduate Students; Higher Education; Intellectual Disciplines; Sex Role; Sociocultural Patterns; Teacher Role; Undergraduate Students; Womens Education |
| Abstract | This study examined the choice of nonconventional fields of study by international women students at the undergraduate and graduate level. Using as subjects 150 graduate students (100 female and 50 male) and 100 undergraduate students (75 female and 25 male) from 10 universities in the United States, a field tested questionnaire was sent to 2500 students in all. A response rate of 21% to 55% for undergraduates and 33% to 56% for graduate students was achieved for a sample of 446 graduate students and 313 undergraduates. Analysis involved three comparisons: female and male; women selecting conventional and unconventional fields; and women and men students in unconventional fields. Conclusions were that field study choices develop over time with families, teachers, and schools playing important roles. In addition, competence in math and science were seen to affect the selection of nontraditional fields. These conclusions suggest that universities might adopt policies to provide more math and science courses, and to become more supportive of women students. Five figures and 80 tables supplement the text. Appendices contain the survey tools and a list of fields of study and rating of conventionality. (JB) |
| Anmerkungen | Institute of International Education, 809 United Nations Plaza, New York, NY 10017-3580 ($10.00). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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