Gender Differences in Learning Outcomes from the College Experiences of Engineering Students

Autor/inn/en	Ro, Hyun Kyoung; Knight, David B.
Titel	Gender Differences in Learning Outcomes from the College Experiences of Engineering Students
Quelle	In: Journal of Engineering Education, 105 (2016) 3, S.478-507 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20125
Schlagwörter	College Students; Student Experience; Gender Differences; Curriculum; Teaching Methods; Extracurricular Activities; Engineering Education; Job Skills; Student Centered Learning; Design; Skill Development; Clubs; Females; Communication Skills + Suchen Sie Ihr Suchwort? Collegestudent; Studienerfahrung; Geschlechterkonflikt; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Außerunterrichtliche Aktivität; Ingenieurausbildung; Produktive Fertigkeit; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kompetenzentwicklung; Qualifikationsentwicklung; Club; Klub; Weibliches Geschlecht; Kommunikationsstil
Abstract	Background: Although prior studies have shown how female students' college experiences influence persistence, graduation, and career choice, we consider how specific college experiences may produce different learning outcomes for men and women in engineering programs. Purpose: This article explores how curricular emphases, instructional approaches, and co-curricular participation affect learning outcomes differently by gender. Design/Method: This study used a nationally representative weighted survey sample of 4,901 students in 120 United States engineering programs. We used a multilevel regression approach to test for the interaction effects between gender and college students' experiences on learning outcomes deemed critical for career success. Results: We identified the curricular emphases, instructional approaches, and co-curricular participation that affected learning outcomes differently by gender. Greater curricular emphasis on professional skills and a greater frequency of student-centered teaching led to greater self-reported design skills for women. Being more active in nonengineering clubs increased female students' self-reports of fundamental, design, and communication skills. Conclusions: The findings of this study support investigation of ideas that might help female students develop learning outcomes more effectively. Future research should consider applying our analytical approach to identify how college experiences affect different groups of students differently. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01