Transfer students in STEM majors: Gender differences in the socialization factors that influence academic and social adjustment

Desiring to Fit: Fostering the Success of Community College Transfer Students in STEM

“…According to Rypisi, Malcolm, and Kim (2009), "women may find it very difficult, or simply undesirable, to comply with the cultural practices of the STEM disciplines" (p. 124). Scholars have also drawn attention to academic adjustment, highlighting the academic rigorous standards of four-year institutions (Jackson, 2010;Laanan, 2007) and the ambiguity that may exist regarding which courses will transfer to the four-year institution (Davies & Casey, 1998).…”

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

“…The success of the academic adjustment of STEM students to a 4-year institution is influenced by previous experiences with faculty and staff (Bohanna 2016;Zamudio 2015), interactions with advisors (Jorstad 2015), exposure to role models and mentors (Edwards 2015), the intent to transfer (Wang et al 2017), support systems (Jackson 2013), and the overall experience of the transfer process (Jackson 2010). Students may face setbacks in the transfer process due to dissatisfactory advising or imperfect program alignment with the courses they have already taken (Packard, Gagnon, and Senas 2012).…”

The mathematics self-efficacy of rural central Appalachian undergraduate females.

“…One of the females classified in the high self-efficacy category interviewed by Usher (2009) indicated that her father would quiz her in mathematics. Jackson (2010) found that many of the females interviewed credited parental influence as having an impact on their overall perception and experiences in STEM areas. Turner, Steward, and Lapan (2004) found that support of both mother and father affected the mathematics selfefficacy of middle school students.…”

“…Exposure to mathematics-related activities may influence the pursuit of a STEM career. While studying the experiences of students in STEM fields who transferred from community colleges, Jackson (2010) found that female students had been exposed early in their development to STEM-related activities and areas. Correll (2001) asserted that males are more likely to overrate their mathematical abilities than females and, as a result, are more likely to look for activities that would lead them to a mathematics-related career.…”

“…Jackson (2010) found that even though females may enter STEM majors academically prepared in science and mathematics, they may still need advisors and faculty members to support them. The level of respect perceived from their professors predicts the level of self-confidence in female students (Huang & Brainard, 2001).…”