Gender-Based Differences in Perception of Experiences in Higher Education: Gaining a Broader Perspective

Drew, Todd L.; Work, Gerald G.

doi:10.2307/2649109

Cited by 22 publications

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“…Further, women have been found to perceive the climate to be chillier than men, minorities perceived the climate to be chillier than non-minorities, and students who had been in school longer perceived the climate to be chillier than other students (J anz & Pyke, 2000). Studies claiming to refute the existence of the chilly climate have focused only on the classroom climate rather than the campus climate as a whole (Constantinople et al, 1988;Crawford & MacLeod, 1990;Drew & Work, 1998;Heller et al, 1985). While these studies did document that women participated in class less than men, they did not explain this phenomenon.…”

mentioning

confidence: 79%

“…Although several authors investigating the chilly climate found no evidence of its existence (Constantinople et al, 1988;Crawford & MacLeod, 1990;Drew & Work, 1998;Heller et al, 1985), these studies focused on specific aspects of the classroom environment. In an observational study of college classrooms, Constantinople et al…”

Section: Evidence Against the Chilly Climatementioning

confidence: 99%

“…Some researchers have found evidence of a chilly campus climate for women (Janz & Pyke, 2000;Pascarella et al, 1997;Whitt, Nora, Edison, Terenzini, & Pascarella, 1999), but others have not (Constantinople, Cornelius, & Gray, 1988;Crawford & MacLeod, 1990;Drew & Work, 1998;Heller et al, 1985). While some researchers focused exclusively on the classroom environment (Constantinople et al, 1988;Crawford & MacLeod, 1990;Heller et al, 1985), others have included the campus environment as well (Drew & Work, 1998;Janz & Pyke, 2000;Pascarella et al, 1997;Whittet al, 1999). All research cited in this section of the literature review specifically stated the focus of the study was the chilly climate for women.…”

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confidence: 99%

“…Several shortcomings of these studies are noteworthy (Constantinople et al, 1988;Crawford & McLeod, 1990;Drew & Work, 1998;Heller et al, 1995 (Janz & Pyke, 2000).…”

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confidence: 99%

“…This trend may be due, in part, to the perception of a chilly climate. When the initial chilly climate report was published (Hall & Sandler, 1982), attention was drawn to the phenomenon and empirical research was conducted (Constantinople et al, 1988;Crawford & MacLeod, 1990;Drew & Work, 1998;Heller et al, 1985). However, there was a gap of 8 years between 1990 and 1998 when no research was published on this topic.…”

mentioning

confidence: 99%

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Perceptions of a Chilly Climate: Differences in Traditional and Non-traditional Majors for Women

Morris

Daniel

2007

Res High Educ

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mentioning

confidence: 79%

Section: Evidence Against the Chilly Climatementioning

confidence: 99%

mentioning

confidence: 99%

“…Several shortcomings of these studies are noteworthy (Constantinople et al, 1988;Crawford & McLeod, 1990;Drew & Work, 1998;Heller et al, 1995 (Janz & Pyke, 2000).…”

mentioning

confidence: 99%

mentioning

confidence: 99%

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Perceptions of a Chilly Climate: Differences in Traditional and Non-traditional Majors for Women

Morris

Daniel

2007

Res High Educ

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2011

ASHE Higher Education Report

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POLICY INITIATIVES, CURRICULAR REFORM, RESEARCH, and grassroots organizing have all contributed to advancing equity and shaping women's status in U.S. higher education. Nearly four or more decades have passed since key legislation, including the Equal Pay Act, Title VII, and Title IX, was passed and efforts were begun to broaden and create more inclusive curricula. Significant gains have been made in women's access to and representation in higher education as evidenced by enrollment figures and graduation rates. Yet these measures are only part of the full gender equity picture. For instance, when taken in the aggregate, enrollment data do not portray the persistent lack of gender parity among students studying engineering, computer science, and other science and technology fields, nor do they depict the quality of classroom and campus experiences. Even today, data reveal that women studying and working in postsecondary institutions bump up against glass ceilings and sticky floors, experience pay disparities linked to gender, and experience the threat and reality of sexual harassment and violence on campus.Since 1988 more than half of all undergraduate students have been women, and 60 percent of students in graduate and professional programs in 2007-08 were women (King, 2010). These improvements in women's access to and representation in higher education are indeed impressive and worthy of note. Headlines based on these data alone, however-that is, drawing conclusions that equity has been achieved based on the overall proportion of faculty or students who are female-fail to acknowledge ways in which gender representation tends to be stratified across types of institutions and by rank Published online in Wiley Online Library (wileyonlinelibrary.com) •

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Unpacking the Concept of Student Engagement

Zhang

McNamara

2018

Undergraduate Student Engagement

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Gender-Based Differences in Perception of Experiences in Higher Education: Gaining a Broader Perspective

Cited by 22 publications

References 0 publications

Perceptions of a Chilly Climate: Differences in Traditional and Non-traditional Majors for Women

Perceptions of a Chilly Climate: Differences in Traditional and Non-traditional Majors for Women

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Unpacking the Concept of Student Engagement

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