Gender Differences in Student Performance and Attitudes. A Longitudinal Study of Engineering Student Performance and Retention. Report No. NCSU-94A.

Autor/inn/en	Felder, Richard M.; und weitere
Institution	North Carolina State Univ., Raleigh.
Titel	Gender Differences in Student Performance and Attitudes. A Longitudinal Study of Engineering Student Performance and Retention. Report No. NCSU-94A.
Quelle	(1994), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Academic Achievement; Attitudes; Chemical Engineering; Classroom Research; College Science; College Students; Cooperative Learning; Educational Research; Engineering Education; Equal Education; Higher Education; Science Education; Science Instruction; Science Teachers; Self Esteem; Sex Differences; Womens Education + Suchen Sie Ihr Suchwort? Schulleistung; Attitude; Einstellung; Verhalten; Chemisches Prüfverfahren; Collegestudent; Kooperatives Lernen; Bildungsforschung; Pädagogische Forschung; Ingenieurausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Self-esteem; Selbstaufmerksamkeit; Sex difference; Geschlechtsunterschied; 'Women''s education'; Frauenbildung
Abstract	Many are aware that factors other than academic talent help to determine a student's success or failure in school A 4-year longitudinal study including 87 men and 34 women at North Carolina State University examines gender differences in students' academic performance, persistence in chemical engineering, and attitudes toward their education and themselves. Although the pre-engineering academic credentials of women entering college often exceeded those of men, these women did not score any higher in technical classes than men. Women students also attributed poor performance to their lack of ability, while men usually attributed it to lack of hard work or being treated unfairly. The critical question of why these women earned lower grades in chemical engineering courses and exhibit lower confidence levels of themselves could not be answered with any real degree of certainty; however, the following measures were suggested to help circumvent the disadvantage of women relative to men entering engineering school: (1) provide engineering students with female role models/mentors; (2) strengthen organizations that can provide career guidance and emotional support to women students; (3) use cooperative learning in engineering courses; and (4) educate professors and academic advisors to the problems and needs of women students. (ZWH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01