Baccalaureate Origins of American Scientists and Scholars

Tidball, Mabel; Kistiakowsky, V.

doi:10.1126/science.948740

Cited by 68 publications

(37 citation statements)

References 4 publications

(2 reference statements)

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“…A prominent example of an environment that actively promotes counterstereotypic gender roles is a womenÕs college. Indeed, womenÕs colleges are based on the premise that given the pervasiveness of gender stereotypes in individual cognition and in social institutions, a radically different environment is needed-where women (atypically) occupy the majority of leadership roles-to ensure womenÕs development in non-traditional professions (Eccles, 1994;Eccles & Jacobs, 1986;Riordan, 1994;Solnick, 1995;Tidball, 1980Tidball, , 1985Tidball & Kistiakowsky, 1976). This idea fits well with EaglyÕs social role theory that argues gender stereotypes are learned and maintained by peopleÕs observations of the unequal distribution of women and men in various social roles (Eagly & Steffen, 1984), and that these beliefs change when people notice that women occupy more counterstereotypic roles (Diekman & Eagly, 2000).…”

Section: Goals Of the Present Researchmentioning

confidence: 99%

Seeing is believing: Exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping

Dasgupta

Asgari

2004

Journal of Experimental Social Psychology

596

500

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Section: Goals Of the Present Researchmentioning

confidence: 99%

Seeing is believing: Exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping

Dasgupta

Asgari

2004

Journal of Experimental Social Psychology

596

500

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“…They also found that graduates of women's college were better represented than women graduates of coed colleges. In other studies, Tidball and Kistiakowsky (1976) and Tidball (1985Tidball ( , 1986 found that graduates of women's colleges were more likely to be admitted to American medical schools, to earn doctorates, and to earn doctorates in the sciences. This series of studies presented consistent evidence that more women achievers were graduates of women's colleges than coeducational institutions.…”

Section: Achievementmentioning

confidence: 94%

Career and Family Outcomes for Women Graduates of Single-Sex Versus Coed Colleges

Hoffnung

2011

Sex Roles

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This study compares educational, career, and family outcomes by gender composition of college and race/ethnicity of women who graduated in 1993 from three selective U.S. colleges (two single-sex; one coed). It also compares these graduates' assessments of their college experience. The 60 White women and 60 Women of Color were interviewed as traditional-age seniors and surveyed annually for 16 years. In 2009, 76.7% responded. All groups were happy with their alma maters, although they assessed the advantages and disadvantages somewhat differently. Single-sex graduates more frequently indicated that their college had provided a supportive environment and complained that it provided a limited social life. Coed graduates more frequently indicated that their college provided cultural broadening and positive social relationships. Coed White graduates were in touch with more college friends than single-sex White graduates; there was no significant difference by type of college for Women of Color graduates. Results indicate no significant differences in advanced degrees or career status or STEM field involvement by gender composition of college or race/ ethnicity. Nor were any differences in marriage or motherhood variables found. The similarity in outcomes supports the primacy of status of college and is interpreted as positive indication that U.S. colleges have become more hospitable to women.

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“…Discussions of the advantages of single-sex education over coeducation have been ongoing and there has been much research in this area. There have been many reporfs showing that women from women's colleges are more likely to be successful in their academic careers than women from coeducational institutions (e.g., Tidball,1973Tidball, ,1989Tidball & Kristiakowsky, 1976). This has been attributed to the greater self-esteem and less gender-stereotypic career aspirations of women graduating from women's colleges.…”

Section: Tomen In Engineering and Single-sex Settingsmentioning

confidence: 95%

Encouraging more women into computer science: Initiating a single-sex intervention program in Sweden

et al. 1997

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The process of starting a new program in computer science and engineering, heavily based on applied mathematics and only open to women, is described in this paper.The program was introduced into an educational system without any tradition in single-sex education. Important observations made during the process included the considerable interest in mathematics and curiosity about computer science found among female students at the secondary school level, and the acceptance of the single-sex program by the staff, administration, and management of the university as well as among male and female students. The process described highlights the importance of preparing the environment for a totally new type of educational program.

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Baccalaureate Origins of American Scientists and Scholars

Cited by 68 publications

References 4 publications

Seeing is believing: Exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping

Seeing is believing: Exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping

Career and Family Outcomes for Women Graduates of Single-Sex Versus Coed Colleges

Encouraging more women into computer science: Initiating a single-sex intervention program in Sweden

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