Proportions of Women in STEM Leadership in the Academy in the USA

McCullough, Laura

doi:10.3390/educsci10010001

Cited by 37 publications

(38 citation statements)

References 12 publications

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“…Further, women hold more departmental administrative roles such as those identified in this study than they do in top administrative positions [10]. Research is rare about women in STEM administrative roles, and recent data does not even include the computing fields [11]. It is clear more research is needed in this area.…”

Section: Resultsmentioning

confidence: 99%

An Academic Profile of IT Program Leadership in the U.S.

Martin

2020

Proceedings of the 21st Annual Conference on Information Technology Education

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IT as an academic discipline is in its infant stages compared to CS. As a result, IT programs compete with CS and industry to recruit and retain qualified faculty. A multi-phase project is underway that will add to our understanding of IT leadership and faculty profiles and investigate a variety of questions and issues related to IT faculty and IT programs. This paper presents the first data collected as part of that project and provides a profile of IT program leadership in the U.S. Findings reveal that most department or school leaders are male, come from a CS background, and most possess a Ph.D. degree.

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Section: Resultsmentioning

confidence: 99%

An Academic Profile of IT Program Leadership in the U.S.

Martin

2020

Proceedings of the 21st Annual Conference on Information Technology Education

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“…Schools must develop educational practices that allow inclusive, quality education for all (Franco et al, 2017;Arnaiz-Sánchez et al, 2018, 2020. Educational administrations must ensure all students achieve functional and meaningful learning, making it a priority to support the existence of equitable, democratic schooling adjusted to each student's needs and characteristics.…”

Section: Discussionmentioning

confidence: 99%

“…In this regard, working on STEAM skills (Science, Technology, Engineering, Arts and Mathematics) may be a useful approach for promoting coeducation and gender equality in education (UNESCO, 2019;Ryu et al, 2021), including nonformal education (Juvera and Hernández-López, 2021), and may be generalizable to highly capable mathematics students (García-Perales and Almeida, 2019). Teacher training in teaching mathematics is especially important (Monroy and Marroquín, 2020) and is a key aspect for teaching and learning in the other STEAM fields (Román-Graván et al, 2020;Hernández-Barco et al, 2021;Ortiz-Revilla and Greca, 2021), in which women are underrepresented (Lehman et al, 2017;Botella et al, 2019;McCullough, 2020).…”

Section: Discussionmentioning

confidence: 99%

Comparison Between Performance Levels for Mathematical Competence: Results for the Sex Variable

Perales

Ruiz

2021

Front. Psychol.

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Schools promote all-round education for each of their students. This requires teachers to work on all of the possibilities offered by a subject, including mathematical ability. This process of adjustment and individualization is essential for students who have excellent performance or aptitudes. This study uses an ex post facto, descriptive and quantitative research methodology to examine the results of giving the online version of the Evaluation Battery for Mathematical Ability (BECOMA On) to 3795 5th-year primary school students. The sample was selected from 147 Spanish schools from 16 autonomous regions and 2 autonomous municipalities. Three levels of performance were identified, 3 being the highest, and different statistical indices were calculated for each of them. The results were also analyzed according to sex, with statistically significant differences in the highest performance level. In addition, the study highlighted a diagnostic gap in the identification of higher capacity students, a pending challenge for education systems for the educational inclusion of all students.

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“…During their undergraduate experience, female engineering students are not provided enough opportunities to receive guidance from women in leadership positions given the current climate in higher education. In the US, only 30% of presidents of colleges and universities are women (McCullough 2020). In engineering, the structural diversity is much worse: only 12.3% of full professors in engineering are women (Roy 2019).…”

Section: Comparing Career Satisfaction Expectations By Gendermentioning

confidence: 99%

Recognizing Differences in Underrepresented Civil Engineering Students’ Career Satisfaction Expectations and College Experiences

et al. 2021

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Student career satisfaction expectations and college experiences are an underutilized map toward attracting and sustaining the interest of underrepresented groups (URGs) in the civil engineering and construction industry. URGs provide indispensable contributions to the development of the built environment; however, URGs in civil engineering have not received sufficient attention to their unique expectations and experiences. Furthermore, diversity and inclusion efforts still are special practices in civil engineering, and are far from a conventional factor of professional respectability. Leveraging a national survey data set of responses from senior level undergraduate engineering students (n ¼ 4,605), this study found measurable differences in career satisfaction expectations and college experiences between URGs and non-URGs in civil engineering. From the survey, 830 senior-level students majoring in civil engineering and construction related fields provided their career satisfaction expectations and undergraduate cocurricular experiences. Welch's t-test and Hedges' g were used to measure the significant differences in career satisfaction expectations between URGs and non-URGs. A frequency distribution was created and paired with chi-squared test for independence and Cramér's V to measure the difference in undergraduate participation in cocurricular activities between URGs and non-URGs. The results of this study showed URGs' career satisfaction expectations and cocurricular activities significantly differed from those of non-URGs. URG students reported more interest in helping others and in volunteering with charity groups in their careers. URG students also reported higher participation in cocurricular activities such as contributing as a member of an organization for women and/or minorities in engineering, acting as a member of an outreach club, and working a work-study or other type of job to pay for college. The findings presented in this paper highlight the need for the civil engineering profession to move beyond monolithic traditions, which can perpetuate exclusion.

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Proportions of Women in STEM Leadership in the Academy in the USA

Cited by 37 publications

References 12 publications

An Academic Profile of IT Program Leadership in the U.S.

An Academic Profile of IT Program Leadership in the U.S.

Comparison Between Performance Levels for Mathematical Competence: Results for the Sex Variable

Recognizing Differences in Underrepresented Civil Engineering Students’ Career Satisfaction Expectations and College Experiences

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