The "Chilly Climate" for Women and Cognitive Outcomes During the First Year of College. ASHE Annual Meeting Paper.

Autor/inn/en	Pascarella, Ernest T.; und weitere
Institution	Illinois Univ., Chicago. Coll. of Education.; National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA.
Titel	The "Chilly Climate" for Women and Cognitive Outcomes During the First Year of College. ASHE Annual Meeting Paper.
Quelle	(1996), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Tests; College Freshmen; Educational Attainment; Educational Environment; Females; Higher Education; Intellectual Development; Longitudinal Studies; Organizational Climate; Outcomes of Education; Student Alienation; Student Characteristics; Student College Relationship; Student Development; Two Year Colleges + Suchen Sie Ihr Suchwort? Kognitiver Fähigkeitstest; Studienanfänger; Bildungsabschluss; Bildungsgut; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mental development; Geistige Entwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Organisationsklima; Lernleistung; Schulerfolg
Abstract	This study investigated the impact of a "chilly campus climate" on women's first-year cognitive outcomes. The sample population of 1,636 women was selected from incoming first-year students at 18 four-year and five two-year colleges and universities located in 16 different states which had participated in the longitudinal National Study of Student Learning. Institutions were selected from the Integrated Postsecondary Education Data System to approximate the race/sex balance of the national undergraduate population. A "Chilly Climate for Women Scale" was developed from eight items pertaining to perceived gender discrimination on the follow-up study. While the study found modest correlation between chilly campus climate and negative impact on intellectual growth, it did show that the magnitude of the impact was greater for women at two-year colleges than for those at four-year institutions. Four tables provide correlation scales, variable definitions, and regression analyses for women at two-year and at four-year colleges. (Contains 41 references.) (CH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC