The Effect of Peer and Professor Gender on College Student Performance

Artz, Benjamin; Welsch, David M.

doi:10.4284/0038-4038-2012.158

Cited by 15 publications

(15 citation statements)

References 28 publications

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“…Second, despite high schools offering little explanatory power over within-university sorting, we document substantial within-university variation in PPI between majors. Majors can affect learning and influence students' academic environments, including interactions with faculty and the development of peer groups (e.g., Artz and Welsch 2014;Carrell, Fullerton, and West 2009;Porter and Umbach 2006;St. John et al 2004).…”

Section: Discussionmentioning

confidence: 99%

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High Schools and Students' Initial Colleges and Majors

Darolia

Koedel

2018

Contemporary Economic Policy

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We use statewide administrative data from Missouri to examine the explanatory power of high schools over student sorting to colleges and majors at 4‐year public universities. We develop a “preparation and persistence index” (PPI) for each university‐by‐major cell in the Missouri system that captures dimensions of selectivity and rigor and allows for a detailed investigation of sorting. Our analysis shows that students' high schools predict the quality of the initial university, as measured by PPI, conditional on their own academic preparation, and that students from lower–socioeconomic status high schools systematically enroll at lower‐PPI universities. However, high schools offer little explanatory power over major placements within universities. (JEL I2, J1)

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Section: Discussionmentioning

confidence: 99%

“…Students' initial placements influence their academic experiences and outcomes (e.g., Artz and Welsch 2014;Carrell, Fullerton, and West 2009;Porter and Umbach 2006;St. John et al 2004).…”

Section: The Mapping Between Initial and Final University-by-majormentioning

confidence: 99%

High Schools and Students' Initial Colleges and Majors

Darolia

Koedel

2018

Contemporary Economic Policy

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“…It is possible that this difference is due to the female gender domination in program delivery. For example, Artz and Welsch (2014) found that gender of the teacher and students influenced students' results and that male and female teachers are more effective when teaching their gender. This finding implies that some elements of the current program implementation could be reconsidered.…”

Section: Discussionmentioning

confidence: 99%

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Truskauskaitė‐Kunevičienė¹

2016

SIIW

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The primary aim of the current study was to evaluate the 16-months follow-up effects of the short-term school-based positive youth development (PYD) intervention program Try Volunteering on empathy and prosocial behavior. The secondary aim was to test the theory of change in prosocial behavior through the change of empathy in the intervention settings. The quasiexperimental study design (pre-test, post-test, follow-up at 4 months and follow-up at 16 months) was used for the program efficacy evaluation. The current study assessed 538 students, 272 from the intervention school (49.1% girls, aged from 13 to 16 (Mage = 15.26; SDage = 0.69) at pre-test) and 264 from the control school (40.1% girls, aged from 14 to 17 (Mage = 15.24; SDage = 0.65) at pre-test). The results of the multivariate Latent Growth Curve analysis indicated that empathy increased significantly in the intervention group and remained stable in the control group. No significant change was found in either of groups for prosocial behavior. In addition, the results revealed that the positive change in empathy fully mediates the relationship between program participation and positive change in prosocial behavior. The present findings highlighted the relevance of promoting empathy in school settings as a strategy for fostering prosocial behavior during adolescence as the positive contribution to community and society.

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“…[2] Particularly in science and engineering disciplines, same-gender lecturers make students more comfortable in class, which can affect the way students perform in that class. [3] As a result of increased comfort levels, students have a tendency to view same-gender lecturers as role models. [1] [4] Conversely, it has been shown that female students are deterred from continuing their studies when they do not have a female lecturer in their introductory college years to act as a role model.…”

Section: Introductionmentioning

confidence: 99%

“…Because there are significantly fewer female students than male students in STEM majors, female students have less opportunity to work with a variety of their peers and improve their overall course performance. [3] For STEM students, particularly female students, self-efficacy -defined as a student's belief in his or her own ability to achieve academic success -is one of the greatest predictors of success in academic coursework. Female students, in general, rate themselves with lower self-efficacy in engineering coursework, even when they are, in actuality, achieving the same or better grades than their male counterparts.…”

Section: Introductionmentioning

confidence: 99%

Impact of Instructor Gender on Student Performance and Attitudes in a Chemistry Course for Freshman Engineers

Kaeli

Cole

Priem

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Emma Kaeli is a fourth-year undergraduate student at Northeastern University, majoring in chemical engineering and pursuing minors in mathematics and materials science and engineering. Outside of class, Kaeli works as a chemistry tutor and participates in undergraduate research in a materials science laboratory on campus. She also has held co-op positions with Rogers Corporation's Innovation Center and the National Renewable Energy Laboratory. Mr. Tyler Byrne Cole, Northeastern UniversityTyler Cole is a fourth year undergraduate student completing a B.S. in Chemical Engineering and a M.S. in engineering management at Northeastern University. He has been involved in the Connections Chemistry Review program and first year engineering tutoring for two years. Tyler has held a co-op positions at Genzyme and Amgen. Mr. Bradley Joseph Priem, Northeastern UniversityBradley Priem is a second year undergraduate student at Northeastern University, majoring in chemical engineering and minoring in biochemical engineering. He has been involved in the Connections Chemistry Review program for one year. He has also held an undergraduate research position in a biomaterials laboratory on campus. Miss Rachel Lauren Shapiro, Northeastern UniversityRachel Shapiro is a fifth year undergraduate student studying chemical engineering at Northeastern University. She has been involved in the Connections Chemistry Review program for the past 3 years. Rachel works in a chemical engineering lab on campus, has held a co-op position at Davol, Inc., a co-op position at Entrega Biosciences, and ia currently completing her third co-op with McKinsey & Company. Dr. Paul DiMilla, Northeastern UniversityPaul A. DiMilla is an Associate Teaching Professor in Chemistry & Chemical Biology and Chemical Engineering at Northeastern University. During his academic career at Carnegie Mellon University, Boston University, and Olin College he has been the recipient of the first Whitaker Young Investigator Award from the BMES, a Searle Scholar Award, and an Early Career Development Award from the NSF as well as a three-time recipient of the Omega Chi Epsilon Outstanding Faculty Award from the Northeastern Student Affiliate of AIChE. He also has led industrial R&D teams at Organogenesis Inc. and Polymerix Corporation developing tissue-engineered medical products and drug-generating biodegradable polymers, respectively, and has co-founded Automated Cell, Inc. In addition to being an inventor on 11 issued US patents, he has published the textbook General Chemistry for Engineers with Cognella Academic Publishing. Ms. Rachelle Reisberg, Northeastern UniversityRachelle Reisberg is Assistant Dean for Engineering Enrollment and Retention as well as Director of Women in Engineering at Northeastern University. Prior to joining Northeastern University, Rachelle held a wide range of management positions in IBM, Hanover Insurance, and was the President of a high tech start-up company.c American Society for Engineering Education, 2017 Impact of Instructor Gender on Student Per...

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The Effect of Peer and Professor Gender on College Student Performance

Cited by 15 publications

References 28 publications

High Schools and Students' Initial Colleges and Majors

High Schools and Students' Initial Colleges and Majors

Untitled

Impact of Instructor Gender on Student Performance and Attitudes in a Chemistry Course for Freshman Engineers

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