Science and Mathematics Education Commons^™

Bridging The Research-Practice Gap: Development Of A Theoretically Grounded Workshop For Graduate Students Aimed At Challenging Microaggressions In Science And Engineering, Amy C. Moors, Lindsay Mayott, Benjamin Hadden

Psychology Faculty Articles and Research

Efforts to promote diversity and inclusion often lack a theoretical basis, which can unintentionally exacerbate issues. In this paper, we describe the development and evaluation results of a theoretically grounded workshop aimed at reducing microaggressions and promoting ally engagement among graduate students in science and engineering. In Study 1, using a Delphi method, eight science and engineering faculty members with backgrounds in diversity efforts provided feedback on workshop development. In Study 2, 107 graduate and advanced undergraduate students engaged in the 90-minute interactive workshop. Results indicate that attendees found the workshop valuable, developed new skills for ally engagement, and planned …

Smaller Classes Promote Equitable Student Participation In Stem, Cissy J. Ballen, Stepfanie M. Aguillon, Azza Awwad, Anne E. Bjune, Daniel Challou, Abby Grace Drake, Michelle Driessen, Aziza Ellozy, Vivian E. Ferry, Emma E. Goldberg, William Harcombe, Steve Jensen, Christian Jørgensen, Zoe Koth, Suzanne Mcgaugh, Caroline Mitry, Bryan Mosher, Hoda Mostafa, Renee H. Petipas, Paula A.G. Soneral, Shana Watters, Deena Wassenberg, Stacey L. Weiss, Azariah Yonas, Kelly R. Zamudio, Sehoya Cotner

Biological Sciences Faculty Publications

As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in participation, with women participating less than would be expected on the basis of their numeric proportions. In the present study, we asked which attributes of the learning environment contribute to decreased female participation: The abundance of in-class interactions, the diversity of interactions, the proportion of women in class, the instructor's gender, the class size, and whether the course targeted lower division (first and second year) or upper division …

Examining The Relationships Between Gender Role Congruity, Identity, And The Choice To Persist For Women In Undergraduate Physics Majors, Bronwen Bares Pelaez

FIU Electronic Theses and Dissertations

Persistent gender disparity limits the available contributors to advancing some science, technology, engineering, and math (STEM) fields. While higher education can be an influential time-point for ensuring adequate participation, many physics programs across the U.S. have few women in classroom or lab settings. Prior research indicates that these women face considerable barriers. For university students, faculty, and administration to appropriately address these issues, it is important to understand the experiences of women as they navigate male-dominated STEM fields.

This explanatory sequential mixed methods study explored undergraduate female physics majors’ experiences with their male-dominated academic and research spaces in the U.S. …

Responses To Teacher Feedback On Errors Differ By Age And Gender, Sandra P. Clarkson, William (Bill) H. Williams Ph.D

Publications and Research

Many students enter Hunter College's developmental mathematics program committing errors (mis)learned years earlier. These errors typically persist into the adult years and it is important to correct them specifically; simply reteaching concepts is not sufficient. Furthermore, there is a strong correlation between completion rate and student perception of the instructor's concern. To address both factors, we developed and tested an instructional technique to see whether giving detailed feedback to students about their errors would facilitate progress through the course. We found that the use of the feedback method had a clear positive effect on women; while for men, complex age …