Why Do Undergraduate Women Persist as STEM Majors? A Study at Two Technological Universities

Brandt, Ronald E.

doi:10.18260/p.25073

Cited by 8 publications

(14 citation statements)

References 89 publications

(122 reference statements)

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“…There is a lack in the number of female students, who are enrolled in Computer Science studies in many countries. One of the reasons contributing to this issue is the social and cultural factors [11].…”

Section: E Social Gender Factormentioning

confidence: 99%

“…The fact that developed countries have seen such low participation rates for women in CT may be attributed to social and psychological factors [5], which affect enrolment in computing fields [10]. In the past decades, multiple initiatives have been carried out to increase female enrolment in ICT [4], [11]. However, these initiatives have shown little effect on female enrolment in math, physical sciences, engineering, and Computer Science (CS) [11].…”

Section: Introductionmentioning

confidence: 99%

“…In the past decades, multiple initiatives have been carried out to increase female enrolment in ICT [4], [11]. However, these initiatives have shown little effect on female enrolment in math, physical sciences, engineering, and Computer Science (CS) [11].…”

Section: Introductionmentioning

confidence: 99%

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Gender-based Engagement Model for Serious Games

Alserri

Zin

Wook

2018

International Journal on Advanced Science, Engineering and Information Technology

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Information and Communications Technology (ICT) improve learning quality and increases outcomes while allowing for more natural control of learning systems. It has a significant impact on the economy in many regions. However, there is a lack of female engagement in ICT fields in many countries. Serious Games are effective tools for learning, and it can be used to motivate women to study Computer Science. Gender preference factors affect engagement and motivation to play certain types of digital games, but few studies have designed digital games for females. Furthermore, most games with Computer Science content do not interest young adult females and fail to describe how the social and cultural content of the game explains the game experience of female players. As a solution, an extensive study of related literature on effective Serious Game elements, including motivational elements that influence a player to engage with digital games, effective educational game elements, female preference elements regarding digital games, and elements that impact the motivation of players to engage with the game was conducted. The result is a conceptual model for gender-based engagement in Serious Games. The proposed model will be implemented to increase the engagement of undergraduate females in Computer Science.

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Section: E Social Gender Factormentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Gender-based Engagement Model for Serious Games

Alserri

Zin

Wook

2018

International Journal on Advanced Science, Engineering and Information Technology

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“…Mühendislik alanı olarak bakıldığında Schelmetic (2013), ABD'de tüm mühendis işgücü içinde kadınların sadece %15 ile temsil edildiklerini ve sayılarının giderek azaldığını belirtmektedir. Brandt (2014) da Yaşam Bilimleri hariç FeTeMM alanlarında kadınların daha az temsil edildiklerini ve bu 2017, 16, 60 (87-103) http://dergipark.gov.tr/esosder 89 alanlarından mezun olan kadınların oranının % 20 ya da daha az olduğunu belirtmektedir. FeTeMM alanlarında çalışan kadınların sayısı tüm Avrupa'da, Đrlanda ve Đngiltere'de de azdır (Accenture, 2014).…”

Section: Introductionunclassified

Sosyal Bi̇li̇şsel Kari̇yer Kurami Açisindan Bi̇li̇m, Teknoloji̇, Mühendi̇sli̇k Ve Matemati̇k Alanlarindaki̇ Kadinlar

Mutlu

Owen

2017

Elektronik Sosyal Bilimler Dergisi

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The number of women in science, technology, engineering and mathematics (STEM) fields is still less than men. Previous studies focusing on women who are underrepresented in the STEM fields have historically enhanced the implementation of policies that created based on research findings in many countries. Despite this research, there are only a limited number of Turkish investigations which have focused on the career development of women in STEM areas. In an attempt to close this gap the current study applied Social Cognitive Career Theory to women in Turkey to examine their perspectives on career in STEM fields and identify the perceived barriers and supports to their career development. In this investigation the sample included 16 women who chose STEM majors and are currently working in STEM fields. Participants were selected by using purposeful sampling and were interviewed to solicit their observations and perceptions regarding STEM area careers for women. Interview questions were designed to explore perceived barriers and supports in three stages (college major choice, undergraduate education and working life) of career development. Qualitative content analysis was used to analyze the responses of the participants. The findings of the study indicated that women in STEM fields perceived their friends as supporting influences in both college major selection and in their working life, while the Student Selection and Placement System was seen as a barrier. The effects of parental influence were mixed. Socioeconomic circumstances and curriculum of STEM fields were perceived barriers for women in STEM fields during their undergraduate degree preparation. Women in STEM areas, as in other fields, often reported difficulties balancing work and family responsibilities.

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“…Sayısal yeteneği olan kadın öğrenciler bile bilim alanlarını erkeklere oranla daha az tercih etmekte ve bunun bir sonucu olarak söz konusu uçurum varlığını sürdürmektedir (Perez-Felkner et al 2012). FeTeMM alanlarını seçmeyi planlayan kadınların yüzdelerine dair benzer bir tablo FeTeMM alanlarında öğrenim görme sürecinde de ortaya çıkmaktadır (AAUW 2010;Brandt 2014). Örneğin, FeTeMM alanlarını seçen bazı kadın öğrenciler henüz alanla ilgili herhangi bir etkinliğe katılmadan ve aldıkları kararın sonuçlarının neler olabileceğini görmeden bu alanlarda öğrenim görmekten vazgeçmektedirler (AAUW 2010).…”

Section: Introductionunclassified

Bilim, Teknoloji, Mühendislik ve Matematik Alanlarında Kadın Olmak: Cinsiyete Yönelik Yargıları Kırma

Mutlu¹,

Owen²

2017

MJH

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Öz: Bilim, Teknoloji, Mühendislik ve Matematik (FeTeMM) alanlarını seçen, bu alanlarda öğrenim gören ve çalışma hayatında yer alan kadınların oranları erkeklere göre oldukça düşüktür. FeTeMM alanlarındaki cinsiyetler arasındaki farkın nedenlerini inceleyen araştırmaların pek çoğu toplumsal cinsiyet rollerine dikkat çekmektedir. Bu saptamadan yola çıkarak, bu araştırmanın amacı Türkiye'de FeTeMM alanlarında çalışan kadınların kariyer gelişimlerine ilişkin görüşlerini toplumsal cinsiyet rolleri açısından betimlemektir. FeTeMM alanlarında çalışan kadınların, bu alanları seçme, eğitim alma ve çalışma sürecinde toplumsal cinsiyet rollerinden nasıl etkilendiklerine dair görüşlerinin incelendiği çalışmaya 16 kadın katılmıştır. Amaçlı örneklem yöntemlerinden maksimum çeşitlilik örneklemesi kullanılarak belirlenen katılımcılardan yazılı görüş alınarak elde edilen verilerin analizinde içerik analizi yöntemi kullanılmıştır. Bulgulara göre, kadınlar her üç aşamada da toplumsal cinsiyet rollerinin etkisinden söz etmişlerdir. Ayrıca alan seçimleri sırasında en çok aile üyelerinin, alan eğitimleri sırasında eğitim yaşantılarının, çalışma yaşamlarında ise iş/çalışma ortamı aracığıyla toplumsal cinsiyet rollerinin kariyer gelişimlerini etkilediğini belirtmişlerdir. Ayrıca, katılımcılar bu alanlarda kariyer yapacak kadınlara yönelik bazı önerilerde bulunmuşlardır.Abstract: There is gender inequality in the choice of Science, Technology, Engineering and Mathematics (STEM) fields, entry into STEM college majors and participation in a workplace environment in STEM fields over the course of time. Many studies aiming to understand the gender imbalance in STEM fields have focused on the role of gender. Because of this, the aim of this study is to examine women' career development in STEM fields within the context of gender roles based on their perceptions. With this aim, the perceptions of 16 women in STEM were examined to understand how the role of gender influences them in three stages (college major choice, undergraduate education and working life) of their career development. Qualitative content analysis was used to analyze the responses of participants who were selected by using using the maximum variation sampling method that is one type of the purposeful sampling methods. The participants stated that cultural values played role in all three stages (college major choice, undergraduate education and working life) of their career development. And, family members had a role in the college major selection because of the role of gender, while learning experiences took an active role in one stage (undergraduate education) of their career development in STEM. Both the work climate and cultural values were important components of decision making to persist in or depart from STEM fields because of the role of gender. Women in STEM fields have suggested that women who are eager to choose a STEM career should get training while working and obtain more knowledge about themselves before choosing a STEM career major

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Why Do Undergraduate Women Persist as STEM Majors? A Study at Two Technological Universities

Cited by 8 publications

References 89 publications

Gender-based Engagement Model for Serious Games

Gender-based Engagement Model for Serious Games

Sosyal Bi̇li̇şsel Kari̇yer Kurami Açisindan Bi̇li̇m, Teknoloji̇, Mühendi̇sli̇k Ve Matemati̇k Alanlarindaki̇ Kadinlar

Bilim, Teknoloji, Mühendislik ve Matematik Alanlarında Kadın Olmak: Cinsiyete Yönelik Yargıları Kırma

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