The impact of college experiences on degree completion in stem fields at four-year institutions: Does gender matter?

Journal of Higher Education

Volumn 85, Issue 4, 2014, Pages 439-468

  Gayles, Joy Gaston ^a   Ampaw, Frim ^b  

^a NORTH CAROLINA STATE UNIVERSITY   (United States)

^b CENTRAL MICHIGAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84903382289     PISSN: 00221546     EISSN: 15384640     Source Type: Journal    
DOI: 10.1353/jhe.2014.0022     Document Type: Article

References (44)

1. Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
2. Astin, H. S., & Sax, L. J. (1996). Developing scientific talent in undergraduate women. In C. Davis, A. B. Ginorio, C. S. Hollenshead, B. B. Lazarus, P. M. Rayman, & Associates (Eds.). The equity equation: Fostering the advancement of women in the sciences, mathematics, and engineering (pp. 96-121). San Francisco: Jossey-Bass.
3. Barretti, M. (2004). What do we know about the professional socialization of our students? Journal of Social Work Education, 40, 255-284.
4. Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter? Gender & Education, 17(4), 369-386.
5. Ceci, S. J., & Williams, W. M. (2010). The mathematics of sex: How biology and society conspire to limit talented women and girls. New York: Oxford University.
6. Commission on Professionals in Science and Technology. (2006). Four decades of STEM degrees, 1996-2004: "The devil is in the details." Washington, DC: Author.
7. Cruce, T. M. (2009). A note on the calculation and interpretation of the delta-p statistic for categorical independent variables. Research in Higher Education, 50(6), 608-622.
8. DeBoer, G. E. (1986). Women and science: The snark syndrome. Washington, DC: Falmer Press.
9. Ferreira, M. M. (2003). Gender issues related to graduate student attrition in two science departments. International Journal of Science Education, 25(8), 969-989.
10. Gruca, J. M., Ethington, C. A., & Pascarella, E. T. (1988). Intergenerational effects of college graduation on career sex atypically in women. Research in Higher Education, 29(2), 99-124.
11. Hill, C., Corbett, C., & Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, DC: AAUW.
12. Holly, K. A., & Taylor, B. J. (2009). Undergraduate student socialization and learning in an online professional curriculum. Innovative Higher Education, 33, 257-269.
13. Hu, S., Scheuch, K., Schwartz, R., Gayles, J. G., & Li, S. (2008). Reinventing undergraduate education: Engaging college students in research and creative activities. ASHE Higher Education Report, 33(4), 1-103.
14. Huang, G., Taddese, N., & Walter, E. (2000). Entry and persistence of women and minorities in college science and engineering education. NCES 2000-601. Washington, DC: National Center for Educational Statistics.
15. Maple, S. A., & Stage, F. K. (1991). Influences on the choice of math/science major by gender and ethnicity. American Educational Research Journal, 28(1), 37-60.
16. Marsh, H. W., Smith, I. D., & Barnes, J. (1985). Multidimensional self-concepts: Relations with sex and academic achievement. Journal of Educational Psychology, 77, 581-596.
17. Meinholdt, C., & Murray, S. L. (1999). Why aren't there more women engineers? Journal of Women and Minorities in Science and Engineering, 5, 239-263.
18. National Science Board. (2006). Science and engineering indicators 2006 (NSB 06-01). Arlington, VA: Author.
19. National Science Board. (2012). Science and engineering indicators 2012 (NSB 12-01). Arlington, VA: Author.
20. Nora, A. (1993). Two-year colleges and minority students' educational aspirations: Help or hindrance? In J. C. Smart (Ed.), Higher education: A handbook of theory and research (Vol. 9, pp. 212-247). New York: Agathon.
21. Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students. San Francisco: Jossey-Bass.
22. st century: Meeting new challenges. Review of Higher Education, 21(2), 151-165.
23. nd ed.). San Francisco: Jossey-Bass.
24. Rayman, P., & Brett, B. (1995). Women science majors: What makes a difference in persistence after graduation? The Journal of Higher Education, 66(4), 388-414.
25. Rendon, L. I., Jalomo, R. E., & Nora, A. (2000). Theoretical considerations in the study of minority student retention in higher education. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 127-156). Nashville, TN: Vanderbilt University.
26. Sax, L. J. (1994). Mathematical self-concept: How college reinforces the gender gap. Research in Higher Education, 35(2), 141-166.
27. Sax, L. J. (1995). Predicting gender and major-field differences in mathematical self-concept during college. Journal of Women and Minorities in Science and Engineering, 1(4), 291-307.
28. Sax, L. J. (2001). Undergraduate science majors: Gender differences in who goes to graduate school. Review of Higher Education, 24(2), 153-172.
29. Sax, L. J. (2008). The gender gap in college: Maximizing the developmental potential of men and women. San Francisco: Jossey-Bass.
30. Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press.
31. Sherman, J. (1983). Factors predicting girls' and boys' enrollment in college preparatory mathematics. Psychology of Women Quarterly, 7, 272-281.
32. Sonnert, G., & Fox, M. F. (2012). Women, men, and academic performance in science and engineering: The gender difference in undergraduate grade point averages. The Journal of Higher Education, 83(1), 73-101.
33. Sonnert, G., Fox, M. F., & Adkins, K. (2007). Undergraduate women in science and engineering: Effects of faculty, fields, and institutions over time. Social Science Quarterly, 88(5), 1333-1356.
34. Szelenyi, K., & Inkelas, K. K. (2011). The role of living-learning programs in women's plans to attend graduate school in STEM fields. Research in Higher Education, 52, 329-369.
35. Thomas, S., & Heck, R. (2001). Analysis of large-scale secondary data in higher education: Potential perils associated with complex sampling designs. Research in Higher Education, 42(5), 517-540.
36. Tierney, W. G. (2000). Power, identity and the dilemma of college student departure. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 213-234). Nashville, TN: Vanderbilt University.
37. nd ed.). Chicago: University of Chicago.
38. Vogt, C., Hocevar, D., & Hagedorn, L. (2007). A social cognitive construct validation: Determining women and men's success in engineering programs. The Journal of Higher Education, 78(3), 336-364.
39. Ware, N. C., & Lee, V. E. (1988). Sex differences in choice of college science majors. American Educational Research Journal, 25(4), 593-614.
40. Ware, N. C., Steckler, N. A., & Leserman, J. (1985). Undergraduate women: Who chooses a science major? The Journal of Higher Education, 56(1), 73-84.
41. Weidman, J. C. (1979). Nonintellective undergraduate socialization in academic departments. The Journal of Higher Education, 50(1), 48-62.
42. Wolf-Wendel, L., Ward, K., & Kinzie, J. (2009). A tangled web of terms: The overlap and unique contribution of involvement, engagement, and integration to understanding college student success. Journal of College Student Development, 50(4), 407-428.
43. Xie, Y., & Shauman, K. A. (2003). Women in science: career processes and outcomes. Cambridge, MA: Harvard University.
44. Zhao, C., Carini, C. M., & Kuh, G. D. (2005). Searching for the peach blossom Shangrilai: Student engagement of men and women SMET majors. Review of Higher Education, 28(4), 503-525.