Gender gaps in golf participation persist. Women make up less than 20% of golf’s population in the United Kingdom and United States. Their underrepresentation detrimentally impacts the golf industry, society, and women who are excluded from golf’s well-documented benefits. This article connects theoretical constructs from motivational psychology with issues of gender discrimination in golf. In this article we examine the relationship between golf coaches’ perceptions of recreational women golfers (their mindsets) and women golfers’ coaching experience. Specifically, two studies identified that (a) golf coaches reported more of a growth mindset about men golfers compared to women golfers, (b) that these mindsets were significantly related to the adaptiveness of coaches’ feedback, and (c) that growth mindsets about women golfers’ ability can potentially be fostered through experimental manipulation. Results are discussed in the relation to their significance for addressing gender gaps in adult recreational golf participation.
In the last couple of decades, Photovoltaic (PV) solar systems have captured a lot of interest as a clean, renewable energy option. As a result, PV engineering has become an emerging field in engineering education. In order to meet increased learning requirements, new learning resources, an effective curriculum and proper assessment are needed. Pveducation.org is one of the discipline's oldest learning resources, providing PV content for photovoltaic professionals. The purpose of this paper is (1) evaluating the effectiveness of the pveducation.org learning portal from the user's perspective, and (2) find a relationship between the effectiveness of the website and user's learning gains. This study will conduct a systematic assessment of educational technology by using statistical techniques and data collected through a survey.
Despite a recent emphasis on increasing female retention in engineering, data trends indicate that such efforts have had limited success. This study considered female retention in engineering by interviewing female students about why they entered and stayed in engineering. We conducted ethnographic interviews with six female engineering students about their experience in engineering. All students were attending a summer research program at an American southwestern university. Students ranged in age (19-35 years old) and academic level (forthcoming sophomore-senior). The interviews were semi-structured and were conducted by the first author -an engineering education researcher. Using a post-positivist constructivist perceptive, themes were extracted from the interview transcripts and grouped into thematic categories related to students' perceptions of women and engineering. Even though our sample was limited, commonalities emerged in the interviews for women's engineering experiences. Thematic categories were validated using established theoretical constructs. Five thematic categories emerged from the data: discovery of engineering, interest and persistence in engineering, discrimination within engineering, gender identity, and family-career balance. The thematic categories that emerged in this study represent our participants' shared experiences that influenced their choice to pursue and remain in engineering.
IntroductionPolicy makers and media have put a spotlight on STEM's gender inequalities, 1 yet, engineering's public image suggests that the field has become more inclusive. The fact that Facebook hired Sheryl Sandberg, and support her efforts towards women leadership in technology is one example of the perceived change. Such high-profile female role-models should be celebrated. However, the expected motivational effects of high-profile female role-models are not yet translating to grass-roots female participation. In fact, the graduation rate of women from engineering programs is declining, 2 and women only make up 18% of the engineering workforce.
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