Women in Calculus: The Effects of a Supportive Setting

Building inclusive PA classrooms: The Diversity Inclusion Model

“…Establishing classroom environments where all students feel their opinions are valued and respected by the instructor and their classmates is important (Bondy et al, 2015), especially considering that female students are often less likely to vocally participate in classroom discussions compared to their male counterparts (Rocca, 2010; Steele et al, 2008). This pattern of more vocal participation by male students is amplified with male professors (Opie et al, 2019; Rocca, 2010).…”

“…This pattern of more vocal participation by male students is amplified with male professors (Opie et al, 2019; Rocca, 2010). Most research on gender differences in vocal participation in the academic settings has focused mainly on business (Opie et al, 2019) and science, technology, engineering, and mathematics (STEM) subjects (Hinsley et al, 2017; Steele et al, 2008). However, it remains an important area of focus for public administration education, particularly given that disparity between the previously discussed number of women students (79%) (Okahana and Zhou, 2017: 10) versus the number of women faculty (34%) (Primo, 2013) and the long-term implications for women’s participation and advancement in the field (Charles and Brunn, 2011).…”

“…At the same time, peer interactions can also be a method to change the traditional power dynamic in the classroom, moving away from the professor as the central power or creator of knowledge. Research has shown that women are often less likely to voluntarily speak, get called on, or be heard, in larger academic settings, such as classrooms and conferences (Hinsley et al, 2017; Steele et al, 2008). Therefore, allowing students to work in smaller groups of peers may increase participation by all students, but most specifically women, in the classroom.…”

Widening the Participation of Disadvantaged Students in Engineering

“…In the US, the number of African Americans, Latin Americans and Native Americans undertaking science, technology, engineering and mathematics courses is low compared to their representation in the population (Wilson et al, 2012). Globally there has also been a reduction in the number of women who enrol in advanced mathematics courses (Steele et al, 2008). This has the effect of reducing entry into technology courses and in the long run marginalises the workforce.…”

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

“…Additionally, they found a lack of encouragement and support for females in STEM fields. According to Steele, Levin, Blecksmith, and Shahverdian (2008), if female students experience a supportive mathematics learning environment that is relaxed and, without the constraints of gender roles, they will begin to realize how valuable mathematics is to their lives, be more likely to take higher level mathematics courses, and seek majors and careers that involve mathematics.…”