The role of community colleges in educating women in science and engineering

Abstract

The low representation of females in science, technology, engineering, and mathematics (STEM) fi elds remains a concern for the U.S. economy. Although America is still positioned with a disproportionate share of the world' s fi nest universities-particularly research universities (National Academy of Sciences, 2010)-the reputation of the United States as having the most-prepared workforce in terms of STEM is being challenged because of the lack of individuals, specifi cally women, who are prepared to assume the workforce demand. According to the U.S. Department of Labor, by 2014 the fastest-growing occupations will require signifi cant training in science and mathematics to successfully compete for a job (Jones, 2008). Consequently, the U.S. needs to ensure that individuals are prepared in the areas of math and science in order to meet the needs of the nation. Community colleges have been acknowledged as having the potential to play a key role in this increase of human capital (Starobin, Laanan, and Burger, 2010). Therefore, understanding the experiences of female students will promote educational environments that are conducive to student success in STEM fi elds. Role of Community CollegesAs highlighted earlier in this volume, the current literature on gender differences in STEM reveals that a much smaller proportion of women than This chapter discusses the role of community colleges in educating the next generation of women in science, technology, engineering, and mathematics (STEM). Implications for policy and practice are offered, based on the major fi ndings from a mixed-method study on the experiences of women in STEM who transferred to a four-year college from the community college system. 39NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, no. 152, Winter 2011

Course-Taking Patterns of Community College Students Beginning in STEM: Using Data Mining Techniques to Reveal Viable STEM Transfer Pathways

“…Researchers must continue to explore how troublesome problems within STEM classrooms and programs, such as stereotypes and lack of self-efficacy based on gender and age (e.g., Espinosa 2011; Richardson and King 1998;Sax et al 2011), may be resolved. In addition, empirical efforts should be further devoted to understanding the nuanced and complex processes of developing interest and grit in pursuing an upward transfer pathway in STEM fields of study among female and older students, along with other underrepresented student groups (Dowd 2012;Gabbard et al 2006;Jackson and Laanan 2011;Palmer and Wood 2013). To date, research addressing underrepresented students in STEM is predominantly situated within the 4-year college context.…”

Estimating Survival Rates in Engineering for Community College Transfer Students Using Grades in Calculus and Physics

“…Understanding the academic preparation component and the number of credits and grades obtained is needed to add to the literature (Jackson & Laanan, 2011). CC transfer students have the potential to increase both the number and the diversity of engineering graduates (Starobin, Laanan, & Burger, 2010;Laanan & Starobin, 2008;Tsapogas, 2004).…”

Predicting High School Students’ Interest in Majoring in a STEM Field: Insight into High School Students’ Postsecondary Plans

“…The impact of institutional settings on STEM entrance or persistence have included such contexts as Ivy League universities (Elliott et al, 1996), liberal arts colleges (Rask, 2010), and community colleges (Jackson & Laanan, 2011;Starobin, Laanan & Burger, 2010). For instance, entering a highly selective institution can negatively impact students' aspirations to pursue a STEM career; yet pursuing a degree that leads to a specific career in STEM positively impacts students' interest in STEM (Herrera & Hurtado, 2011).…”