22 SES 04 B, Interactive Poster Session
Interactive Poster Session
With the advent of the fourth industrial revolution, it has become an urgent matter that many of women leave STEM pipeline after undergraduate education in Korea. One of the major causes of such phenomenon is female students’ negative experiences with the education in STEM majors at college, which consequently decrease their career aspiration in the fields of STEM. Thus, this study intended to bring renewed attention to High Impact Practices (HIPs) which are known to be effective to improve college students’ learning experiences and student outcomes (Chickering & Gamson, 1987; Kuh & Vesper, 1997). More importantly, this study shed light on gender differential effects of HIPs, considering characteristics of women’s learning such as learning by interaction with others, by making contextual relationship with learning materials, and by receiving teacher’s support and acknowledgement of their talents (Belenky et al., 1986). This study also aimed to examine the effects of HIPs on career aspiration of students in STEM majors, using the theoretical lens of Social Cognitive Career Theory (SCCT).
To test effects of these HIPs, this study used the sample included 2,101 third and fourth year undergraduate students majoring in STEM at 38 universities. The sample was collected from the National Survey on College Student Experiences and Learning Outcomes conducted by the Center for Global Higher Education in Korea from April to June 30th, 2012. Reflecting the nested structure of the data, hierarchical linear model (HLM) was used for the analysis. Furthermore, to test differing effects of HIPs on both genders, the analysis were conducted separate by gender.
Summarizing the results, in terms of the domain of learning by peer interaction, out of class interaction positively influenced career aspiration of both genders but had a bigger influence on female students. Discussion was only effective to female students, and team project did not show significant influence. Second, content relevance was effective for both genders, yet more influential to women. Third, in the domain of faculty support, only faculty mentorship was positively linked to career aspiration of both genders, but it had greater influence on male students. In addition, academic self-efficacy, intermediate outcome in the study, was found to have significant influence on students’ career aspiration for both genders. Institutional characteristics of universities were found to influence students’ career aspiration. In particular, the degree to which the differences between universities contribute student’s career aspiration was greater to female students than male. Institutional factors that had positive influence on women’s career aspiration were location (non-metropolitan), type (private), mission (teaching-oriented), and graduate-undergraduate ratio. Other personal and college experience variables that are notable to mention are negative association between female students’ first generation status and career aspiration; and negative association between male students’ year in college and their career aspiration. These findings suggest that HIPs can have gender differential effects on developing career aspiration of students in STEM majors. Thus, when implementing HIPs, gender-conscious perspective is required particularly in STEM majors. Based on the findings, this study also provides implications on roles of faculty members in STEM majors and higher education institutions, and policies on fostering women in STEM.
Astin, A. W., & Astin, H. S. (1992). Undergraduate Science Education: The Impact of Different College Environments on the Educational Pipeline in the Sciences. Final Report, Los Angeles: California University, Los Angeles. Belenky, M. F., Clinchy, B M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: the development of self, voice, and mind. New York: Basic Books Blickenstaff, J. C. (2005). Women and science careers: leaky pipeline or gender filter? Gender and Education, 17(4), 369-386. doi: 10.1080/09540250500145072 Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups? Journal of research in science teaching, 51(5), 555-580. doi:10.1002/tea.21146 Chickering, A. W., & Gamson, Zelda. F. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE bulletin, 3(7), 3-7. Choi, B. K., & Rhee, B. S. (2013). The influences of student engagement, institutional mission, and cooperative learning climate on the generic competency development of Korean undergraduate students. Higher Education, 67(1), 1-18. Eccles, J. S. (1987). Gender roles and women's achievement-related decisions. Psychology of Women Quarterly, 11(2), 135-172. Gallos, J. V. (1995). Gender and Silence: Implications of Women's Ways of Knowing. College Teaching, 43(3), 101-105. Kelly, A. M. (2016). Social cognitive perspective of gender disparities in undergraduate physics. Physical Review Physics Education Research, 12(2), 020116. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students (Vol. 2). K. A. Feldman (Ed.). San Francisco, CA: Jossey-Bass. Rhee, B. S., Gong, H. J., & Kim, H. L. . (2013). Investigating Differential Influences of Institutional Features on Career Competency Development of College Students: A Multilevel Approach. Korean Journal of Educational Research, 51(4), 213-247. Sander, P. S., Lalage. (2006). Understanding Academic Confidence. Psychology Teaching Review, 12(1), 29-42. Sax, L. J. (2008). The gender gap in college: Maximizing the developmental potential of women and men. San Fransisco: Jossey-Bass. Tukibayeva, M., & Gonyea, R. M. (2014). High-Impact Practices and the First-Year Student. New Directions for Institutional Research, 2013(160), 19-35. doi:10.1002/ir.20059 Wie-Cheng, M. (2003). Factors that influence persistence in science and engineering career aspirations. The Career Development Quarterly, 51(3), 234-243.
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.