Female peer mentors early in college increase women's positive academic experiences and retention in engineering

Proceedings of the National Academy of Sciences of the United States of America

Volumn 114, Issue 23, 2017, Pages 5964-5969

  Dennehy, Tara C ^a   Dasgupta, Nilanjana ^a  

^a UNIVERSITY OF MASSACHUSETTS   (United States)

Author keywords

Diversity; Gender; Mentoring; STEM education; Stereotypes

Indexed keywords

ACADEMIC ACHIEVEMENT; ADULT; ARTICLE; COLLEGE STUDENT; ENGINEERING; FEMALE; FIELD EXPERIMENT; HUMAN; HUMAN EXPERIMENT; MAJOR CLINICAL STUDY; MALE; MATHEMATICS; MENTOR; MENTORING; MOTIVATION; MULTILEVEL ANALYSIS; PRIORITY JOURNAL; SCIENCE; SELF CONCEPT; SEX DIFFERENCE; TECHNOLOGY; YOUNG ADULT; ACHIEVEMENT; EDUCATION; ETHICS; GENDER IDENTITY; PEER GROUP; PSYCHOLOGY; QUALITY OF LIFE; STUDENT; UNIVERSITY;

ACHIEVEMENT; ENGINEERING; FEMALE; GENDER IDENTITY; HUMANS; MATHEMATICS; MENTORS; MOTIVATION; PEER GROUP; QUALITY OF LIFE; SCIENCE; SELF EFFICACY; STUDENTS; UNIVERSITIES;

EID: 85020451584     PISSN: 00278424     EISSN: 10916490     Source Type: Journal    
DOI: 10.1073/pnas.1613117114     Document Type: Article

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