The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter?

Using cross-classified multilevel modeling, this study attempted to improve our understanding of the group-level conditional effects of student–faculty interaction by examining the function of academic majors in explaining the effects of student–faculty interaction on students’ academic self-concept. The study utilized data on 11,202 undergraduate students who completed both the 2003 Freshman Survey and the 2007 College Senior Survey at 95 baccalaureate institutions nationwide. The results show that the strength of the relationship between having been a guest in a professor’s home and students’ academic self-concept varies by academic major. Findings also suggest that some aspects of departmental climate, such as a racially more diverse student body and greater faculty accessibility, can possibly magnify the beneficial effects of student–faculty interaction. The study discusses the theoretical and practical implications of the findings.     

Gender differences in high-school learning experiences,motivation, self-efficacy,and career aspirations among Taiwanese STEM college students

ABSTRACT

The purpose of this study was to answer the following two questions: (1) Do significant differences exist in high-school learning experience, interests, self-efficacy, and career aspirations between male and female science, technology, engineering, and mathematics (STEM) students? (2) Can high-school learning experiences, interests, and self-efficacy significantly predict career aspirations, and do differences exist between male and female STEM students? This study highlighted the gender gap between male and female university students who had already chosen STEM majors with similar academic ability. A total of 407 first-year students were surveyed at a 4-year research university in Taiwan. For the data analysis, a t-test and multiple regression analysis were used, and the findings indicated that male STEM students had greater family support than their female counterparts. The variable of task value could significantly predict STEM career aspirations for both male and female students, whereas the variable of STEM course self-efficacy could only significantly predict that of male students. In conclusion, the findings highlighted that the motivation of task value was a vital factor for predicting STEM career aspirations, whereas the factor of family support was the main gap between male and female STEM students in terms of their high-school learning experiences.     

Beyond Traditional Measures of STEM Success: Long-Term Predictors of Social Agency and Conducting Research for Social Change

Despite the importance of preparing socially responsible graduates in science, technology, engineering, and mathematics (STEM) to address the current state of poverty and inequality, very few studies in higher education have examined the development of STEM students’ outcomes critical to promoting a more equitable society, typically focusing on the impact of one program or course. To address this gap in the literature, this study used frameworks of undergraduate socialization as well as social justice perspectives in STEM education to examine the undergraduate experiences and institutional contexts that predict STEM bachelor’s degree recipients’ development of two democratic educational outcomes seven years after college entry: social agency and values toward conducting research that will have a meaningful impact on underserved communities. The study utilized multilevel modeling on a national longitudinal sample of 6341 STEM bachelor’s degree recipients across 271 institutions. Longitudinal student data from the 2004 Cooperative Institutional Research Program’s (CIRP) Freshman Survey and 2011 Post-Baccalaureate Survey were merged with institutional data from the Integrated Postsecondary Educational Data System and CIRP Faculty Surveys. Various undergraduate socialization experiences and institutional contexts were found to predict STEM bachelor’s degree recipients’ democratic educational outcomes, including academic majors, participation in student organizations and research, experiences with faculty, and peer and STEM faculty normative contexts. Implications of the findings for research, policy, and practice are discussed.     

Course Revision in Introductory STEM Courses: An Exploratory Study at an HBCU Community College

ABSTRACT

This paper presents the results of an exploratory study of a professional development-based effort at one of the nation’s 14 federally designated Historically Black Colleges and Universities community colleges. Course revisions included introductory courses in its Natural Sciences department. The goal was to improve students’ critical-thinking and reading skills in science through faculty professional development opportunities, to improve success across all science, technology, engineering, and mathematics (STEM) curricula. This study examines faculty-selected professional development efforts combined with time release for course revision, and how it impacted students’ attitudes toward science and students’ critical-thinking skills. Six of the department’s 11 full-time faculty instructing introductory science courses received training in WestEd’s Reading Apprenticeship program and on critical-thinking skills. These faculty then revised their courses as they chose based on techniques learned during their training. A comprehensive assessment that included extensive course videos, pre- and post-tests of students’ attitudes toward science the Critical Thinking Assessment Test, and focused interviews with faculty were conducted. Despite major cuts in state support, turnover of key administrators, and other challenges, improvements in student attitudes toward STEM topics and critical-thinking skills were documented as faculty expanded their teaching tool-kits.     

Growing the roots of STEM majors: Female math and science high school faculty and the participation of students in STEM

The underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields is problematic given the economic and social inequities it fosters and the rising global importance of STEM occupations. This paper examines the role of the demographic composition of high school faculty—specifically the proportion of female high school math and science teachers—on college students’ decisions to declare and/or major in STEM fields. We analyze longitudinal data from students who spent their academic careers in North Carolina public secondary schools and attended North Carolina public universities. Our results suggest that although the proportion of female math and science teachers at a school has no impact on male students, it has a powerful effect on female students’ likelihood of declaring and graduating with a STEM degree, and effects are largest for female students with the highest math skills. The estimates are robust to the inclusion of controls for students’ initial ability.     

学习者英语自我概念与英语水平关系中的性别差异

本文以学习者性别差异为切入点,通过对348名大学新生所做的定量研究,观察并分析学习者英语自我概念与英语水平之间的关系。研究发现：（1）女生的整体英语自我概念、听力自我概念和阅读自我概念都明显高于男生,但在口语自我概念和写作自我概念上男女生不存在显著差异;（2）女生的综合英语水平及各项技能水平均高于男生,尤其是听说水平;（3）男生的英语自我概念与英语各项技能水平间的相关系数均高于女生,同时男生和女生的口语自我概念与口语水平的相关系数均最高;（4）在英语自我概念高分组中,女生只在口语水平上明显地高于男生,而在低分组里,女生的英语各项技能水平都明显高于男生,最为突出的是写作水平。     

Kanter’s Theory of Proportions: Organizational Demography and PhD Completion in Science and Engineering Departments

Increasing the size and diversity of the scientific and technological workforce is a national priority. Investments in policy and programmatic efforts toward increasing the representation of women in science and engineering fields have resulted in significant advances; however, a gender gap remains among PhDs and faculty in these fields. This study tests whether Kanter’s (Men and women of the corporation, Basic Books, New York, 1977) theory of proportions, which suggests that numerical representation of groups influence group dynamics and cultural context, applies to the proportion of female faculty and the probability that female doctoral students will complete their degrees in science and engineering. Using data from two research-intensive academic institutions, results show that female doctoral students are more likely to complete the degree in departments with higher proportions of female faculty. Further, female PhD students working with female faculty dissertation advisors are also more likely to complete the degree than female PhD students working with male faculty dissertation advisors. Departmental faculty sex ratios and whether their faculty advisor is male or female, however, have no effect on the completion probabilities of male PhD students. Consistent with Kanter’s theory, research findings illustrate the importance of organizational demography on the academic outcomes of PhD students, and provide support for initiatives and programs aimed at increasing the representation of female faculty in science and engineering.     

“It’s Like I’m Really There”: Using VR Experiences for STEM Career Development

Research suggests that the likelihood of students entering into science, technology, engineering, and mathematics (STEM) careers can be increased by promoting and maintaining students’ interest in STEM during middle school years, a critical developmental stage when students’ interests begin to solidify. One way to attract students to STEM is through technology-enhanced learning environments and experiences, which can spark and cultivate the long-term interest needed to pursue STEM careers. Virtual reality (VR) can potentially increase access to such STEM-related experiences for all students due to its educational and technological affordances. Currently, there has been little exploration of the intersection between VR and career development for K-12 students. This study, therefore, aims to address this gap by exploring the use of VR 360 videos for STEM career exploration. Data were collected using focus group interviews with 39 primarily Latinx middle school students who participated in the summer enrichment program. These interviews were conducted immediately after a VR 360 video activity that featured female characters and/or characters from racial minorities in order to best support students who are underrepresented in STEM fields. The findings support the potential of VR as a tool for career development as long as content, possible physical side effects, and scaffolding are considered. The implications for research and practice are discussed.

     

Instructional practices in reformed undergraduate STEM learning environments: a study of instructor and student behaviors in biology courses

ABSTRACT

Theoretically, organisational culture, instructor training, and learning space design influence how faculty teach STEM courses. Previous studies have used classroom observation protocols to characterise the range of teaching practices in mostly teacher-centered, traditional STEM classrooms. In this study, we examined the classroom behaviour of 13 STEM faculty teaching biology courses in a reformed undergraduate STEM learning environment. Our findings indicate that instructors teaching in this reformed environment guided student learning (58.4?±?1.9%) almost three times more than they presented information (20.0?±?2.2%). Students worked individually or in groups and talked to the whole class (57.1?±?1.8%) 1.5 times more than they received information (35.5?±?1.9%). We found significant positive correlation between ‘instructor presenting’ and ‘students receiving’ information (r?=?0.743, p?=?1.4?×?10^?4) and ‘instructor guiding’ and ‘student working and talking’ in class (r?=?0.605, p?=?7.2?×?10^?5), suggesting that instructors can change their own classroom behaviours and expect concurrent change in their students’ behaviours. Finally, sequencing teaching practices in high active-engagement classrooms showed instructors move and guide student group work and lead whole class discussions before lecturing to students, which could lead to deeper learning of conceptual knowledge. We discuss insights from these findings that have implications for acculturating evidence-based teaching practices in STEM departments.     

Found my place: the importance of faculty relationships for seniors’ sense of belonging

ABSTRACT

While previous literature documents the importance of sense of belonging for a positive educational experience, much of this research is focused on students early in their college careers and incorporates a single measure of sense of belonging. In contrast, the current study sought to explore whether senior students’ faculty-related engagement influences their sense of belonging, particularly their feelings of institutional acceptance as one aspect of sense of belonging. This study utilizes data from 8939 seniors in the 2014 administration of the National Survey of Student Engagement to explore these relationships. Results suggest that increased student–faculty interaction, use of effective teaching practices, and participation in research with faculty have a positive impact on feelings of institutional acceptance for seniors. Furthermore, certain student demographics (first-generation, age, gender, race/ethnicity), college experiences (enrollment type, online learning, STEM major, college grades, living situation, Greek affiliation), and institutional characteristics (control type, minority-serving institution, selectivity, Carnegie type) also play a role in this aspect of belongingness. Institutions can use this information to increase programming and resources for improving student engagement with faculty.     

Female Faculty Role Models and Student Outcomes: A Caveat about Aggregation

The idea that female faculty might serve as role models for female students has led to studies of the effect of female faculty on female student performance. Due to varying levels of aggregation of the measure of student exposure to female faculty—percentage of female faculty at an institution or department, percentage of classes taught by females, or the effect of female instructors on female students in a class—existing research provides mixed and incompatible results. By applying both non-aggregated and aggregated measures of exposure to female role models to the same data, this analysis demonstrates how aggregation affects the association between exposure to female role models and student achievement. This study shows that female instructors have a significant positive effect on female student grade performance and do not have a statistically significant effect on male student performance.     

Comprehensive Cocurricular Support Promotes Persistence of Community College STEM Students

ABSTRACT

Despite good career prospects in science, technology, engineering, and mathematics (STEM) fields, persistence of students in STEM fields of study at the community college and transfer to universities to pursue STEM majors is often quite low. Theories of persistence emphasize the importance of engagement, integration, validation, and financial assistance. The DCCCD STEM Institute is a comprehensive cocurricular program for community college STEM students. It illustrates the application of persistence theories in a multicollege urban district with a diverse student body. The STEM Institute uses a student/faculty cohort model with mentoring, professional skills programming, and scholarship support to transform student perceptions of themselves, integrate them into a STEM educational community, and validate their membership within that community. Institute membership also reduces isolation and financial concerns as potential barriers to persistence. STEM faculty also participate in professional skill development through a cross-college and cross-disciplinary cohort. Data on students who participated in the DCCCD STEM Institute from 2010 through 2014 show that 92% remain in a STEM educational or career pathway. Important practice implications for community college professionals include (1) forming student and faculty cohorts, (2) facilitating the development of mentoring relationships, (3) providing adequate centralized staffing, and (4) integrating resources and opportunities into a unified cocurricular program.     

Mentored Discussions of Teaching: An Introductory Teaching Development Program for Future STEM Faculty

Today’s science, technology, engineering, and mathematics (STEM) graduate students and postdoctoral fellows are tomorrow’s new faculty members; but these junior academicians often receive limited pedagogical training. We describe four iterations of an entry-level program with a low time commitment, Mentored Discussions of Teaching (MDT). The program is designed to introduce participants to pedagogical issues and literature in STEM disciplines and foster related discussions. It consists of group meetings, classroom observations, and discussions with faculty members. Program components were generally highly rated and valuable, even for those with prior teaching experience. We have found that this program is also an effective way to engage faculty members in the teaching aspects of students’ professional development.     

Self-concept of students in higher education: are there differences by faculty and gender?

Many studies examine student self-concept during compulsory schooling but few have explored the self-concept of students in higher educational settings. The current study examined self-concept by faculty and gender among higher education students in New Zealand. Participants were 929 undergraduate students from a large New Zealand university. The results showed some differences in verbal and maths self-concept by faculty. Generally, students in faculties teaching subjects more reliant on maths skills had higher maths self-concept than those in faculties where facility in verbal skills was important. The opposite results were found for verbal self-concept. No overall gender differences were found for general, academic, verbal and maths self-concept although a statistically significant difference was found for problem-solving self-concept. This finding suggests students’ choice of faculty may be based on perceptions of their skills and capabilities in the various fields, irrespective of gender.     

The effect of gender composition of faculty on student retention

The gender composition of faculty is an important issue on many campuses. Substantial efforts are taken by colleges to hire a diverse faculty where women are equitably represented. Several papers suggest that female faculty can act as role models for female students. This issue is particularly emphasized in science and engineering programs. However, empirical research finds mixed support for this hypothesis. We provide a new test of this issue by examining whether female students have higher first-year retention rates when a greater percentage of their classes are taught by female faculty. There is a positive relationship between retention of female students and the percentage of their science and mathematics classes taught by female faculty. Also faculty gender has a greater impact on female students when their classes have few female students. Thus this study provides support for gender-based programs for hiring.     

Academic self-concept: A cross-sectional study of grade and gender differences in a Singapore secondary school

Many studies support the existence of a significant decline in students’ academic self-concept from early to midadolescence. In comparison, the findings on gender effect are less conclusive. This study aimed to determine whether there is any grade or gender effect on adolescents’ academic self-concept in the Singapore context. Specifically, the cross-sectional study was conducted with Secondary 1, 2 and 3 students (N = 656) in a government co-educational school. The results established a significant main effect according to grade, with Secondary 3 students having significantly lower academic self-concept (scale and subscales) than Secondary 1 and 2 students. In addition, there was a significant main effect for gender, with female students having significantly higher perceived academic effort (academic self-concept subscale) than their male counterparts.     

Girls’ and Boys’ Academic Self-Concept in Science in Single-Sex and Coeducational Classes

Recently, single-sex classes within public coeducational schools have proliferated across the USA; yet, we still know little about whether and how single-sex science classes influence adolescents’ attitude and affect toward science. This exploratory study expands upon our current understanding by investigating the extent in which female and male students’ enrollment in either single-sex or coeducational science classrooms may influence their academic self-concept in science. Utilizing a quasi-experimental research design, findings suggest that being enrolled in single-sex science classrooms influence how students in this study perceive their abilities to perform and learn in science, particularly for females in single-sex science classrooms.     

民族预科生数学观现状调查与分析

预科是高等教育的特殊层次。民族预科生是应备受关注的特殊群体。调查发现,民族预科生具有正确的、朴素的、简单的数学知识观;不良的数学学习观;积极的数学自我概念。