Women in STEM Majors and Professional Outcome Expectations: The Role of Living-Learning Programs and Other College Environments

Autor/inn/en	Szelényi, Katalin; Denson, Nida; Inkelas, Karen Kurotsuchi
Titel	Women in STEM Majors and Professional Outcome Expectations: The Role of Living-Learning Programs and Other College Environments
Quelle	In: Research in Higher Education, 54 (2013) 8, S.851-873 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-013-9299-2
Schlagwörter	Females; STEM Education; Majors (Students); Living Learning Centers; Outcomes of Education; Program Effectiveness; College Environment; Expectation; Education Work Relationship; Student Attitudes; Self Efficacy; Peer Relationship; Coeducation; Longitudinal Studies; Career Development; Statistical Analysis; College Seniors + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; STEM; Lernleistung; Schulerfolg; Hochschulumwelt; Expectancy; Erwartung; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Peer-Beziehungen; Koedukation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Berufsentwicklung; Statistische Analyse; College; Colleges; Senior; Hochschule; Fachhochschule
Abstract	Using data from the 2004-2007 National Study of Living Learning Programs, the only national dataset offering longitudinal information on outcomes associated with living-learning (L/L) program participation, this study investigated the role of L/L programs and other college environments in the professional outcome expectations of women in science, technology, engineering, and mathematics (STEM) majors. Specifically, we examined an overall measure of professional outcome expectations, along with participants' anticipation of the chances that they will "get a good job in their field," "achieve success in their career," and "combine a professional career with having a balanced personal life." Findings indicated that attending a coeducational STEM L/L program and discussing academic and career issues with peers were positively related with three of the outcome measures. Additional findings spoke to the importance of self-efficacy and interactions with diverse peers in the development of professional outcome expectations among women in STEM. Implications are presented for higher education institutions' efforts to support coeducational and women-only STEM-related L/L programs, peer and faculty interactions, and diverse peer interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10