Barriers and Assistance for Female Leaders in Academic STEM in the US

McCullough, Laura

doi:10.20944/preprints202007.0545.v1

Cited by 3 publications

(1 citation statement)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The percentage of women in the STEM workforce is slowly growing over time (now up to 24% of the STEM workforce and expected to reach over 29% by 2023; STEMWomen, 2022). While there has been progress in increasing the number of women studying STEM topics, women are still underrepresented and disproportionately excluded from leadership positions, and it is worse for women of colour (e.g., Alfred et al, 2018; Gewin, 2020; Howe‐Walsh & Turnbull, 2016; Llorens et al, 2021; McCullough, 2020). The issue is not only inspiring girls and women to study science, it is also retaining women, promoting them, and paying them fairly.…”

Section: Reflections On Fieldwork During These Timesmentioning

confidence: 99%

From ‘Muddy glee’ to muddy reflections on fieldwork and writing

Thornton

Cook

Cole

et al. 2022

Area

View full text Add to dashboard Cite

Bracken and Mawdsley's 2004 paper '"Muddy glee": rounding out the picture of women and physical geography fieldwork' highlighted gender discrimination in fieldwork and challenged notions of what physical geography fieldwork looked like. The COVID-19 pandemic has restricted many fieldwork activities and we, as field researchers, have collectively had to adapt. For this piece, we re-group as co-authors from our paper '"Pushing the limits": experiences of women in tropical peatland research' (Thornton et al., 2019) and reflect on 'Muddy glee' and our current fieldwork situation. Here we follow the same approach as our paper 'Pushing the limits', separately responding to a set of questions. Our reflections were then collected over email, anonymised, and thematically analysed by Thornton and Cook. We invited all co-authors to validate and provide further input

show abstract

Section: Reflections On Fieldwork During These Timesmentioning

confidence: 99%

From ‘Muddy glee’ to muddy reflections on fieldwork and writing

Thornton

Cook

Cole

et al. 2022

Area

View full text Add to dashboard Cite

show abstract

Mathematics Anxiety and Self-Efficacy of Mexican Engineering Students: Is There Gender Gap?

Morán-Soto

Peña

2022

Education Sciences

View full text Add to dashboard Cite

Studies have reported that there is a gender disparity wherein women do not study equally to men in bachelor’s degrees in science, technology, engineering, and math (STEM) areas, although they lead the race of having a better terminal efficiency rate in higher education. This research explores engineering students’ math anxiety and math self-efficacy levels, aiming to determine if there is a gender gap for this specific population. Data were collected from 498 students using adapted items from existing surveys. These items were translated to Spanish, and validity tests were used to establish content validity and reliability. A multivariate analysis of variance (MANOVA) was used to determine possible differences between male and female math anxiety and math self-efficacy levels. Male engineering students reported higher self-efficacy and lower math anxiety levels, and this difference was shown to be significant according to the MANOVA results. Findings of this research could help engineering educators to better understand how their students feel when they are practicing and performing math-related activities and what type of strategies could be designed when aiming to ameliorate female students’ math anxiety feelings.

show abstract

Second Phase of the Adaptation Process of the Mathematics Self-Efficacy Survey (MSES) for the Mexican–Spanish Language: The Confirmation

Morán-Soto

Peña

2022

Mathematics

View full text Add to dashboard Cite

There are great economic benefits and qualities of life when a country invests in the development of professionals in STEM areas. Unfortunately, there is a gender gap, as women are lagging behind their peers, as well as minority groups such as Hispanics, who are grossly underrepresented in these careers. Therefore, it is a priority to generate assessing instruments that are adapted to the cultural context of Latino students in their language to attract a more diverse population to STEM areas. This study presents a thorough validation process of the adaptation of the Self-Efficacy Survey (MSES) to the Spanish language and Mexican engineering context. Exploratory and confirmatory factor analyses were conducted with data collected from 683 Mexican engineering students to analyze its validity. The results highlight that the original three dimensions of the MSES still show a sound structure to assess math self-efficacy, and the confirmatory factor analysis eliminated items that were outdated and out of the context of this specific population. As a result, this study presents a 12-item adaptation that could help Latino researchers to collect reliable math self-efficacy data to better understand how their students feel when they learn and practice mathematics.

show abstract

Barriers and Assistance for Female Leaders in Academic STEM in the US

Cited by 3 publications

References 19 publications

From ‘Muddy glee’ to muddy reflections on fieldwork and writing

From ‘Muddy glee’ to muddy reflections on fieldwork and writing

Mathematics Anxiety and Self-Efficacy of Mexican Engineering Students: Is There Gender Gap?

Second Phase of the Adaptation Process of the Mathematics Self-Efficacy Survey (MSES) for the Mexican–Spanish Language: The Confirmation

Contact Info

Product

Resources

About