The Impact of College Experiences on Degree Completion in STEM Fields at Four-Year Institutions: Does Gender Matter?

Autor/inn/en	Gayles, Joy Gaston; Ampaw, Frim
Titel	The Impact of College Experiences on Degree Completion in STEM Fields at Four-Year Institutions: Does Gender Matter?
Quelle	In: Journal of Higher Education, 85 (2014) 4, S.439-468 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1353/jhe.2014.0022
Schlagwörter	STEM Education; College Students; Gender Differences; Females; Undergraduate Study; Influences; Educational Attainment; Majors (Students); Educational Experience; Teacher Student Relationship; Peer Relationship; Social Influences; Longitudinal Studies; Student Characteristics; Institutional Characteristics; Student Attitudes; Grade Point Average; Social Integration; Remedial Mathematics; Beginning Postsecondary Students Longitudinal Study + Suchen Sie Ihr Suchwort? STEM; Collegestudent; Geschlechterkonflikt; Weibliches Geschlecht; Grundstudium; Influence; Einfluss; Einflussfaktor; Bildungsabschluss; Bildungsgut; Bildungserfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Sozialer Einfluss; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Soziale Integration
Abstract	Degree attainment at the undergraduate level for women in science, technology, engineering, and mathematics (STEM) continues to be an issue of national concern, particularly when trying to explain disparaging gender differences in persistence. Thus, the purpose of this study was to examine factors that influence degree attainment for students in STEM majors at four-year colleges and universities. We were particularly interested in differential effects across gender and educational experiences, such as interacting with faculty and social involvement with peers, on degree attainment. Results support that the effects of the college experience on degree attainment in STEM are conditional on gender. Recommendations for policy and practice are offered. (As Provided).
Anmerkungen	Ohio State University Press. 180 Pressey Hall, 1070 Carmack Road, Columbus, OH 43210-1002. Tel: 614-292-1407; Fax: 614-292-2065; Web site: http://www.ohiostatepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10