A matter of confidence: Gender differences in attitudes toward engaging in lab and course work in undergraduate engineering

Journal of Women and Minorities in Science and Engineering

Volumn 13, Issue 3, 2007, Pages 279-293

  Micari, Marina ^a   Pazos, Pilar ^a   Hartmann, Mitra J Z ^a  

^a NORTHWESTERN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38049132216     PISSN: 10728325     EISSN: None     Source Type: Journal    
DOI: 10.1615/JWomenMinorScienEng.v13.i3.50     Document Type: Article

References (64)

1. Alper, J. (1993). The pipeline is leaking women all the way along. Science, 260, 409-411.
2. Atkin, A., Green, R., & McLaughlin, L. (2002). Patching the leaky pipeline. Journal of College Science Teaching, 32(2), 102-108.
3. Bandura, A. (1997). Self efficacy: The exercise of control. New York: W. H. Freeman & Co.
4. Bell, A., Spencer, S., Iserman, E., & Logel, C. (2003). Stereotype threat and women's performance in engineering. Journal of Engineering Education, 92(4), 307-312.
5. Benjamíni; Y., & Hochberg, Y. (1995). Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society. Series B (Methodobgical), 57(1), 289-300.
6. Bernstein, D. A., Clarke-Steard, A., Roy, E. J., Srull, T. K., & Wickens, C. D. (1994). Psychology (3rd ed.). Boston: Houghton Mifflin Company.
7. Beyer, S., Riesselmann, M., & Warren, T. (2002, June). Gender differences in the accuracy of self-evaluations on chemistry, English, and art questions. Paper presented at the Annual Meeting of the American Psychological Society, New Orleans, LA.
8. Brainard, S. G., & Carlin, L. (1998). A six-year longitudinal study of undergraduate women in engineering and science. Journal of Engineering Education, 87(4), 369-375.
9. Bransford, J. D., Brown, A. L., & Cocking, R. (Eds.). (1999). How people learn: Brain, mind, experience and school. Washington, DC: National Research Council.
10. D'Amico, M., Baron, L., & Sissons, M. (1995). Gender differences in attributions about microcomputer learning in elementary school. Sex roles, 33(5/6), 353-385.
11. DeLeire, T., & Levy, H. (2004). Worker sorting and the risk of death on the job. Journal of Labor Economics, 22(4), 925-953.
12. Dinan, F., & Frydrychowski, V. (1995). A team learning method for organic chemistry. Journal of Chemical Education, 72(5), 429-431.
13. Eccles, J., Maclver, D., & Lange, L. (1986). Classroom practices and motivation to study math. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
14. Estrada, C., Isen, A. M., & Young, M. J. (1994). Positive affect influences creative problem-solving and reported source of practice satisfaction in physicians. Motivation and Emotion, 18, 285-299.
15. Feisel, L., & Rosa, A. (2005). The role of the laboratory in undergraduate engineering education. Journal of Engineering Education, 94(1), 121-130.
16. Felder, R., Felder, G., Mauney, M., Hamrin, C., & Dietz, E. (1995). A longitudinal study of engineering student performance and retention. III. Gender differences in student performance and attitudes. Journal of Engineering Education 84(2): 151-163.
17. Fennema, E., & Peterson, P. L. (1985). Autonomous learning behavior: A possible explanation of gender-related differences in mathematics. In L. C. Wilkinson & C. B. Marrett (Eds.), Gender-related differences in classroom interactions (pp. 17-35). New York: Academic Press.
18. Frederickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion, 19, 313-332.
19. Hersch, J. (1996). Smoking, seat belts, and other risky consumer decisions: Differences by gender and race. Managerial and Decision Economics 17(5), 471-481.
20. Huang, P., & Brainard, S. (2001). Identifying determinants of academic self-confidence among science, math, engineering, and technology students. Journal of Women and Minorities in Science and Engineering, 7, 315-337.
21. Hughes, J. (2000). Perceived gender interaction and course confidence among undergraduate science, mathematics, and technology majors. Journal of Women and Minorities in Science and Engineering, 6(2), 155-167.
22. Isen, A. M. (1985). Asymmetry of happiness and sadness in effects on memory in normal college students: Comments on Hasher, Rose, Zacks, Sanft, and Doren. Journal of Experimental Psychology: General, 114, 388-391.
23. Isen, A. M. (1990). The influence of positive and negative affect on cognitive organization: Some implications for development. In N. Stein, B. Leventhal, & J. Trabasso (Eds.), Psychological and biological approaches to emotion (pp. 75-94). Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
24. Isen, A. M., Daubman, K. A., & Nowicki, G. P. (1987). Positive affect facilitates creative problem solving. Journal of Personality and Social Psychology, 52, 1122-1131.
25. Jones, G., Howe, A., & Rua, M. (2000). Gender differences in students' experiences, interests, and attitudes towards science and scientists. Science Education, 84,180-192.
26. Jovanovic, J., & King, S.S. (1998). Boys and girls in the performance-based science classroom: Who's doing the performing? American Educational Research Journal, 35(3), 477-496.
27. Kahle, J. (1990). Real students take chemistry and physics. In K. Tobin, J. B. Kahle, & B. J. Fraser (Eds.), Windows into science classrooms: Problems associated with higher-level cognitive learning (pp. 92-134). New York: Falmer.
28. Kahle, J., Parker, L., Rennie, L., & Riley, D. (1993). Gender differences in science education: Building a model. Educational Psychologist, 28(4), 379-404.
29. Kahn, B. E., & Isen, A. M. (1993). The influence of positive affect on variety-seeking among safe, enjoyable products. Journal of Consumer Research, 20, 257-270.
30. Kelly, A. (1988). Sex stereotypes and school science: A three-year follow-up. Educational Studies, 14, 151-163.
31. Lightbody, P., & Durndell, A. (1996). The masculine image of careers in science and technology - fact or fantasy. British Journal of Educational Psychology, 66, 231-246.
32. Margolis, J., Fisher, A., & Miller, F. (2000). Caring about connections: Gender and computing. Technology and Society, Special Issue on Gender, 13-20.
33. McIlwee, J., & Robinson, J. (1992). Women in engineering: Gender, power, and workplace culture. Albany, NY: State University of New York Press.
34. Murphy, P. (1990). Gender differences in pupils' reasons to practical work. In B. Woolnough (Ed.), Practical science (pp. 112-122). Milton Keynes: Open University Press.
35. National Center for Education Statistics. (2004). Digest of educational statistics, 2004. Chapter 3: Postsecondary education. Retrieved January 25,2006, from http://nces.ed.gov/ programs/digest/d04/tables/dt04_282. asp.
36. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
37. National Science Foundation. (2007). Women, minorities, and persons with disabilities in science and engineering. Retrieved April 14, 2007, from http://www.nsf.gov/statistics/wmpd/.
38. Ollis, D. (2000, June). A lab for all reasons, a lab for all seasons. ASEE Annual Conference & Exposition, St. Louis, MO. Retrieved January 20, 2006, from Southeastern University and College Coalition for Engineering Education website at http://www.succeed.ufl.edu/papers/LabReasons. pdf.
39. Peterson, P., & Fennema, E. (1985). Effective teaching, student engagement in classroom activities, and sex-related differences in learning mathematics. American Educational Research Journal, 22, 309-335.
40. Prinzel, L, & Freeman, F. (1995). Sex differences in visuo-spatial ability: Task difficulty, speed-accuracy tradeoff, and other performance factors. Canadian Journal of Experimental Psychology, 49(4), 530-539.
41. Rennie, L. J. (1990). Student participation and motivational orientation: What students do in science. In K. Tobin, J. B. Kahle, & B. J. Fraser (Eds.), Windows into science classrooms: Problems associated with higher-level cognitive learning (pp. 164-198). London: Falmer.
42. Russell, C. P., & French, D. P. (2002). Factors affecting participation in traditional and inquiry-based laboratories: a description based on observations and interviews. Journal of College Science Teaching, 31, 225-229.
43. Sax, L. (2000). Undergraduate science majors: Gender differences in who goes to graduate school. The Review of Higher Education, 24(2), 153-172.
44. Seymour, E. (1992). Undergraduate problems with teaching and advising SME majorsexplaining gender differences in attrition rates. Journal of College Science Teaching, 22(5), 284-292.
45. Seymour, E., & Hewitt, N. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press.
46. Shaffer, J. P. (1995). Multiple hypothesis testing. Annual Review of Psychology, 46, 1, 561.
47. Shashaani, L. (1997). Gender differences in computer attitudes and use among college students. Journal of Educational Computing Research, 16(1), 37-51.
48. Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35, 4-28.
49. Spertus, E. (1991). Why are there so few female computer scientists? (MIT Artificial Intelligence Lab Technical Report 1315). Cambridge, MA: Massachusetts Institute of Technology.
50. Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A metaanalysis. Review of Educational Research, 69(1), 21-51.
51. Stage, F. K., & Kloosterman, P. (1995). Gender, beliefs, and achievement in remedial college-level mathematics. Journal of Higher Education, 66, 294-311.
52. Steele, C. M., Spencer, S. J., & Aronson, J. (2002). Contending with group image: The psychology of stereotype and social identity threat. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 34, pp. 379-440). San Diego, CA: Academic Press.
53. Steele, C. M. (1997). A threat in the air: How stereotypes shape the intellectual identities and performance of women and African-Americans. American Psychologist, 52, 613-629.
54. Stempel, L., Ney, C., & Ross, J. (2002). Transforming classroom climate and changing course content. In C. Ney, J. Ross, & L. Stempel (Eds.), Flickering clusters: Women, science, and collaborative transformations (pp. 59-67). Madison, WI: University of Wisconsin Press.
55. Tobin, K. (1988). Differential engagement of males and females in high school science. International Journal of Science Education, 10(3), 239-252.
56. Turkle, S., & Papert, S. (1990). Epistemological pluralism: Styles and voices within the computer culture. Signs: Journal of Women in Culture and Society, 16(1), 128-143.
57. Weinburgh, M. (1995). Gender differences in student attitudes toward science: a metaanalysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32, 387-398.
58. Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.
59. Whitehead, J. M. (1996). Sex stereotypes, gender identity and subject choice at A level. Educational Research, 38, 147-160.
60. Williams, V., Jones, L.V., Tukey, J.W. (1999). Controlling error in multiple comparisons, with examples from state-to-state differences in educational achievement. Journal of Educational and Behavioral Statistics, 24(1), 42-69.
61. Wood, J., & Nezworski, M. (2005). Science as a history of corrected mistakes. American Psychologist, 60(6), 657-658.
62. Wyer, M. (2003). Intending to stay: Images of scientists, attitudes toward women, and gender as influences on persistence among science and engineering majors. Journal of Women and Minorities in Science and Engineering, 9, 1-16.
63. Zittleman, K. (2004). Making public schools great for every girl and boy. Gender equity in the mathematics and science classroom: Confronting the barriers that remain. Washington, DC: National Educational Association.
64. Zohar, A., & Sela, D. (2003). Her physics, his physics: gender issues in Israeli advanced placement physics classes. International Journal of Science Education, 25(2), 245-268.