A Comparative Study on the Support in Engineering Courses: A Case Study in Brazil and Spain

García‐Holgado, Alicia; González-González, Carina S.; Peixoto, Aruquia

doi:10.1109/access.2020.3007711

Cited by 24 publications

(8 citation statements)

References 39 publications

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“…9 and 10, students who consider important the relationship with professors and students are more motivated and report a lower probability of abandonment than students who do not consider it. These results match with the results of the studies in Spain about the perceived supports and barriers for engineering students [50]- [51]. In these works, the authors concluded that peers and family are the most important supports, while teaching staff and institutional support have lower rates.…”

Section: Resultssupporting

confidence: 88%

Analysis on the Lack of Motivation and Dropout in Engineering Students in Spain

2021

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The dropout rate of engineering students is a concerning problem at the present time in many countries, resulting in difficulties to follow the demand of professionals in certain technological sectors as well as an associated negative economic impact. This study identifies a number of factors affecting the motivation degree of current electrical and computer engineering students, as well as the main reasons behind the dropout. A survey was completed by 624 students belonging to 8 different Spanish universities, rating the factors that could influence them to abandon their studies and those affecting their motivation to continue studying. Non-parametric analyses were performed in order to test the association of motivation as well as self-reported likelihood of dropping out with several variables. According to the research results, 23 of the 40 analyzed factors are correlated with the degree of motivation and 14 factors are correlated with the selfreported probability of dropping out. About 46% of the students declared to have thought about dropping out at some point in the past. Difficulty, followed by bad academic performance and negative relationships with professors are the main reasons for dropping out given by the students. Lack of vocation and distance to their home address were less frequent reasons.

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Section: Resultssupporting

confidence: 88%

Analysis on the Lack of Motivation and Dropout in Engineering Students in Spain

2021

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“…[ García-Holgado et al 2020] estudaram o suporte oferecido às estudantes do sexo feminino na Espanha e no Brasil. Comparando os dois cenários, foi constatado que o Brasil apresenta números menores em relac ¸ão ao apoio de familiares e amigos durante o percurso da graduac ¸ão e, em ambos os países, há um baixo suporte para as mulheres por parte dos professores e instituic ¸ões de ensino.…”

Section: Mulheres Em Steamunclassified

De bolsista de iniciação científica júnior à extensionista: um relato de experiência pautado nas ações de equidade de gênero em STEAM durante o curso Técnico em Informática

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Anais Do XVI Women in Information Technology (WIT 2022)

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Este artigo descreve uma experiência de acompanhamento longitudinal de uma aluna do Curso Técnico em Informática integrado ao Ensino Médio do Instituto Federal do Paraná, em relação à sua participação em dois projetos com a proposta de aproximação feminina das áreas STEAM e de difusão da Internet das Coisas e da Microeletrônica. Os resultados retratam a perspectiva da estudante acerca das ações envolvidas e expressam o impacto e a relevância do acompanhamento longitudinal para iniciativas dessa natureza.

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“…Thus, the gender gap in STEM areas is a global problem and it is caused by different factors (Lent et al, 1994 ; Osborne et al, 2003 ). Different studies have been developed to investigate the influence of stereotypes on the decisions made concerning higher education studies (Cadaret et al, 2017 ; García-Holgado et al, 2019 , 2020a , b ; Makarova et al, 2019 ; Powell et al, 2012 ; Tomassini, 2021 ; Verdugo-Castro et al, 2019 ). The starting point is that different obstacles and barriers generate segregation in tertiary studies, knowing which ones can tackle them to reduce the gender gap.…”

Section: Introductionmentioning

confidence: 99%

“…According to García-Holgado et al ( 2020a , b ), the support received before starting the undergraduate course the support received before entering a STEM career is a determinant factor. The peers and family are the most important perceived supports, while teaching staff and institutional support have lower rates.…”

Section: Introductionmentioning

confidence: 99%

University students’ views regarding gender in STEM studies: Design and validation of an instrument

2022

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Differences in the representation of diversity in higher education, emphasising the gender gap in some areas, are issues addressed from different research domains. Socially, gender roles have been constructed and are also related to professions. In this context, the Social Cognitive Career Theory explores the possible causes of segregation. This segregation is evident in Europe and Spain, as indicated by the European Institute for Gender Equality. This paper describes the design and validation process of an instrument to find out what opinions university students have about higher education studies in science, technology, engineering and mathematics (STEM), according to gender. After drafting the questionnaire, it was piloted in a non-experimental quantitative design in Spain. Subsequently, a validity and reliability study was applied to validate the items and construct their dimensionality. The process was implemented using Reliability Analysis and Exploratory Factor Analysis. Also, the dimensionality consists of five scales: Gender Ideology, Perception and Self-perception, Expectations about Science, Attitudes and Interests. Based on the results, it is concluded that the opinion about STEM studies is conditioned by personal elements, such as motivations, educational background and family and social influences, such as people who judged their decision, were their references or studied STEM programs. Finally, it is essential to pay socio-educational attention to the modulating components of decisions about which higher education studies to pursue. Awareness of the factors involved in the decision helps the educational community to establish mechanisms to prevent horizontal gender segregation. The instrument designed, validated and presented in this study provides a glimpse of possible causes for the gender gap in STEM higher education.

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A Comparative Study on the Support in Engineering Courses: A Case Study in Brazil and Spain

Cited by 24 publications

References 39 publications

Analysis on the Lack of Motivation and Dropout in Engineering Students in Spain

Analysis on the Lack of Motivation and Dropout in Engineering Students in Spain

De bolsista de iniciação científica júnior à extensionista: um relato de experiência pautado nas ações de equidade de gênero em STEAM durante o curso Técnico em Informática

University students’ views regarding gender in STEM studies: Design and validation of an instrument

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