Retaining Undergraduate Women in Science, Mathematics, and Engineering | NSTA

Retaining Undergraduate Women in Science, Mathematics, and Engineering

Journal of College Science Teaching – November/December 2006

The purpose of this research study was to examine the effectiveness of a program in retaining women in science, mathematics, and engineering majors. Undergraduate women participating in a support and mentoring program were compared with nonprogram students in terms of their retention in these majors. The pretest and posttest results over one academic year revealed that the program was successful, adding to the call for support programs or orientation courses directed toward women. The findings had implications for many young men, as well.

You may also like

Journal Article

Sensing in Animals and Robots: Collaborative, Transdisciplinary Learning in an Undergraduate Science Course

Transdisciplinary learning—where students develop and apply knowledge from multiple disciplines to solve open-ended problems—is necessary to prepa...

Journal Article

Implementing Universal Design for Learning in the Higher Education Science Classroom

There is a growing need for college science faculty to teach a diverse group of learners. The Universal Design for Learning (UDL) framework can be use...

Journal Article

Scaling Up: Lessons for Persuading Science Faculty to Adopt an Evidence-Based Intervention

The science education community is deeply vested in growing the next generation of scientists. One way to do this is through evidence-based intervent...

Journal Article

Equitable instructor assessment changes amid COVID-19 pandemic

The coronavirus (COVID-19) outbreak mandated a rapid transition to online classes with little warning. Previous literature studying the effect of this...