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Sophia Catsambis 《科学教学研究杂志》1995,32(3):243-257
This article examines gender differences in science achievements and attitudes during the middle grade, when our nation's scientific pipeline begins to emerge. It uses data from a large, nationally representative sample of eighth-grade students (NELS-88). The findings show that in these grades female students do not lag behind their male classmates in science achievements tests, grades, and course enrollments. Actually, some female students have higher probabilities of enrolling in high-ability classes than males. However, female students have less positive attitudes toward science, participate in fewer relevant extracurricular activities, and aspire less often to science careers than males. Students' science attitudes and career interests vary according to students' gender as well as their racial or ethnic background. These findings emphasize the need to further examine the interrelationships between gender and race or ethnicity in our efforts to understand the processes leading to women's limited participation in science-related careers. 相似文献
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培养本科生科研素养是当代本科生教育和创新人才教育的重要组成之一。我国高校多采取资助本科生科研项目的方式进行。为了解这一方式如何影响学生未来科研职业发展,本研究以复旦大学的本科生科研资助计划为对象,对该校2000—2017级参加和未参加科研项目的共576名大学生进行了回顾性队列研究。通过对在校生队列样本的分析,发现科研项目对学生在大学阶段从事科研职业的意愿提高23.2%。通过对毕业生队列样本的追踪分析,发现科研项目提升了本科生14.1%的攻读博士概率,以及提升了17.2%的在高校科研岗位就业概率。进一步的机制检验发现本科生科研项目主要通过促进学生对科研的了解和提升科研工作的自我效能感（而不是比同伴更有竞争力）来激发学生投身科研的意愿。 相似文献
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Jennifer Gore Kathryn Holmes Max Smith Leanne Fray Patrick McElduff Natasha Weaver 《高等教育研究与发展》2017,36(7):1383-1400
Demand for higher education in Australia has doubled since 1989, increasing the number of students from diverse social, economic and academic backgrounds. Equity targets have seen a proliferation of programs and interventions aimed at encouraging school students, particularly those from low socio-economic status backgrounds, to participate in higher education. However, little is known about the specific occupational interests of school students upon which targeted strategies might effectively be designed and implemented. This paper examines school students’ aspirations for specific careers that require a university education, in relation to student background and school-related variables. The analysis draws from a study of 6492 students from Years 3 to 12 in 64 New South Wales public schools. We found a complex array of factors relating to interest in different careers. Year level at school, gender and prior achievement were stronger predictors across many careers than factors such as SES, Indigenous status and school location. We argue that rather than taking a one-size-fits-all approach to encouraging participation in higher education, outreach activities should be targeted to take account of student diversity and inequalities that foster differing aspirations. 相似文献
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Steven M. Ross Aaron J. McDonald Marty Alberg Brenda McSparrin-Gallagher 《Journal of Education for Students Placed at Risk》2013,18(2):137-165
This study was designed to examine the effects of a whole school reform, the Knowledge is Power Program (KIPP), specifically designed to raise academic achievement of at-risk urban middle school students by establishing an extended school day and year, a rigorous curriculum, after-school access to teachers, and increased family-school connections. In our mixed-methods design, qualitative (interview and observation) and quantitative (survey and achievement test) measures are employed to determine first-year program implementation and student outcomes for the KIPP:DIAMOND (Daring Individual Achievers Making Outstanding New Dreams) Academy (KIPP:DA), an inner-city school in a large, high-poverty urban district. For the achievement analyses, 49 KIPP:DA students were individually matched to highly comparable control students of the same ethnicity, socioeconmic status, gender, and ability, who attended different district schools in the same neighborhood. Statistically significant and educationally meaningful advantages for KIPP:DA students were found on 4 out of 6 standardized tests. The achievement results are interpreted in relation to the key program elements, the positive school climate established, and the quality of the 1st-year implementation. 相似文献
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This review of the literature on peer and cross-age tutoring emphasizes programs in mathematics and suggests that such programs
have positive academic outcomes for African American and otherminority students as well as for White students who participate
as tutors, as tutees, or both. Such programs also appear to have a positive impact on a variety of attitudinal and socioemotional
outcomes, such as students' attitudes towards school, their self-concepts, and their sense of academic efficacy. This review
also explores whether specific features of the tutoring programs (e.g., tutor training and amount of tutoring) or characteristics
of the students (e.g., academic level prior to tutoring and gender composition of tutor-tutee pairs) affect various outcomes.
Role theory is used as a theoretical framework to explain some intriguing and surprising findings (e.g., why tutors show academic
gains even when they do not receive additional subject matter instruction, whylonger and/or more substantial tutoring programs
may not foster greater immediate academic gains than shorter programs, and why mixed-sex pairs do not consistently reap benefits
equal to those of same-sex pairs). Finally, implications of the review for the development of peer and cross-age tutoring
programs are discussed. 相似文献
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《International Journal of Educational Research》1996,25(6):563-573
In this chapter educational implications arising from the data about the Olympiad winners in the U.S., Taiwan and Mainland China (Chapters 3–5) are offered. The discussion addresses two lines of questioning: (1) How can we ensure support for recognized math talent through schooling to professional life? (2) How can we increase the pool of gifted students who participate in the Olympiad and other academic competitions and programs? To address the first question, related research studies in a number of different areas are explored. The second part of the chapter looks at how and why schools should expand the number of students who participate in competitions. This view is supported by a rationale for the role of talent development, including whether broad or narrow curricula for secondary students should be pursued and how the “the leaky pipeline” leading to math-based careers can be “plugged.” 相似文献
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A university faculty/student mentor program was evaluated for its effects on academic performance and retention. A matched pairs design was used in which 339 undergraduates assigned to mentors were paired with nonmentored students based on gender, ethnicity, GPA, and entering enrollment status. The results showed a higher GPA for mentored students (2.45 vs. 2.29), more units completed per semester (9.33 vs. 8.49), and lower dropout rate (14.5% vs. 26.3%). Amount of mentor-protege contact was positively correlated with GPA. Academic achievement and retention were unrelated to gender and ethnicity of the mentor, the protégé, or the gender and ethnic match between the two. 相似文献
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Susan P. Ackermann 《Community College Journal of Research & Practice》2013,37(2):211-224
University summer bridge programs or transitional programs for low‐income and minority transfer students are becoming an established part of the effort to recruit, retain, and graduate a population of students underrepresented in higher education. The purpose of this study was to determine the effects of a summer bridge program on the academic, personal, and social development of underrepresented and low‐income transfer students during their first year at the University of California, Los Angeles (UCLA). The 1988 entering cohort of Transfer Summer Program (TSP) students was tracked through their first two quarters at UCLA, collecting both attitudinal and academic data. The results of the study clearly suggest that summer bridge programs for underrepresented and low‐income students can help facilitate their transition and adjustment to university life and improve their academic performance and persistence rates. This is accomplished by increasing transfer students' control over their academic future by preparing them to effectively participate in a classroom, to assess their academic abilities, and by introducing them to campus services and encouraging the utilization of these services. 相似文献
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Interest in faculty careers decreases as graduate training progresses; however, the process underlying career-interest formation remains poorly defined. To better understand this process and whether/how it differs across social identity (i.e., race/ethnicity, gender), we conducted focus groups with 38 biomedical scientists who received PhDs between 2006 and 2011, including 23 women and 18 individuals from underrepresented minority (URM) backgrounds. Objective performance and quality of advisor relationships were not significantly different between scientists with high versus low interest in faculty careers. Career interests were fluid and formed in environments that generally lacked structured career development. Vicarious learning shaped similar outcome expectations about academic careers for all scientists; however, women and URMs recounted additional, distinct experiences and expectations. Scientists pursuing faculty careers described personal values, which differed by social identity, as their primary driver. For scientists with low interest in faculty careers, a combination of values, shared across social identity, and structural dynamics of the biomedical workforce (e.g., job market, grant funding, postdoc pay, etc.) played determinative roles. These findings illuminate the complexity of career choice and suggest attracting the best, most diverse academic workforce requires institutional leaders and policy makers go beyond developing individual skill, attending to individuals’ values and promoting institutional and systemic reforms. 相似文献
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While student benefits from internship experience have been frequently documented in research, the emphasis has been on internship effects on employment and career indicators. This work is concerned with effects on academic outcomes and focuses on the robustness of such effects across academic disciplines as well as for different achievement levels of students, student gender, and ethnicity. We present findings from a longitudinal sample (n > 15,000) that covers an extensive range of subjects and disciplines for large undergraduate cohorts. Main effects and interactions for student background characteristics were investigated showing stable academic benefits for advantaged and disadvantaged students. Further, using ordinal logistic multi-level modelling, we explored the impact on the probability of attaining a higher degree classification for different student scenarios, thus illustrating the practical significance of these internship effects. Effects are less likely to stem from maturation or self-selection. Findings are therefore discussed against a background of motivational approaches suitable to integrate both direct and indirect paths from internship experience to academic outcomes to career indicators. 相似文献
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Who studies STEM subjects at A level and degree in England? An investigation into the intersections between students’ family background,gender and ethnicity in determining choice 
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下载免费PDF全文 Natasha Codiroli Mcmaster 《British Educational Research Journal》2017,43(3):528-553
The relative lack of students studying post‐compulsory STEM (Science, Technology, Engineering and Mathematics) subjects is a key policy concern. A particular issue is the disparities in uptake by students’ family background, gender and ethnicity. It remains unclear whether the relationship between student characteristics and choice can be explained by academic disparities, and whether students’ background, gender and ethnicity interact in determining university subject choices, rather than simply having additive effects. I use data from more than 4000 students in England from ‘Next Steps’ (previously the LSYPE) and logistic regression methods to explore the interacting relationships between student characteristics and subject choice. There are four main findings of this study. Firstly, disparities by students’ ethnicity are shown to increase when controlling for prior attainment. Secondly, family background indicators are differentially related to uptake for male and female students, with parents’ social class and education larger predictors of choice than financial resources. Thirdly, gender, ethnicity and family background interact in determining choices. Particularly, as socio‐economic position increases, young women are more likely to choose STEM over other high‐return subjects. Finally, associations between student characteristics and subject choices, including interactions, largely persisted when accounting for A‐level choices. Implications for policy and future research are discussed. 相似文献
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《The Journal of educational research》2012,105(1):4-10
Abstract The relationship between employment and academic performance in a nationally representative sample of U.S. students was examined in a longitudinal study as the students progressed from Grade 8 to 12. The participants (N = 15,552) took part in the base year (1988), first follow-up (1990), and second follow-up (1992) of the National Education Longitudinal Study (NELS). Structural equation modeling was used to analyze the NELS data set while controlling for the effects of family background, previous achievement, gender, and ethnicity. Employment had an overall negative and curvilinear effect on high school GPA. Students who worked fewer than 12 hr per week fared better academically than those students who were not employed. A significant decline in academic performance was observed when students worked more than 11–13 hr per week. 相似文献
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Tara J. Lehan Heather D. Hussey Michael Shriner 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):289-304
ABSTRACTScholarly attention to academic learning centers is warranted, as they lack a consistent identity and, consequently, little is known about their effect on meaningful student outcomes. Further, such investigations are warranted in online education, given the greater student needs and dropout rates. The aim of this study was to investigate the relationship between the receipt of academic coaching at an online learning center and persistence in online graduate students using a matched sample and after controlling for demographic and academic variables. After holding months since enrollment and Grade Point Average (GPA) at follow-up constant, visiting the learning center increased the odds of persistence 2.66 times. Compared to students in the matched sample, students who visited the learning center even once were significantly more likely to persist at follow-up. Convergence and divergence of the findings with the scholarly literature is examined with a particular focus on the unique population of online graduate students. 相似文献
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Florence Chang Marco A. Muñoz 《Educational Assessment, Evaluation and Accountability》2006,19(1-2):35-49
There is an increasing interest in linking character education programs with social and academic outcomes. The Child Development Project (CDP) is a character education program that promotes academic and social growth in teachers and students. This theory-driven evaluation employed a quasi-experimental design with matched control schools. School personnel participated in an intensive professional development process to learn the CDP model. Performance measures included state-mandated achievement measures, teacher self-assessment reports, and student attitudes and outcomes. Results yielded support for the CDP model as a strategy to improve social and, if properly implemented, cognitive outcomes in students; the model also improved teacher self-assessment and provided information that may facilitate professional growth about school collegiality. Implications for policy and practice will be discussed. 相似文献
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The widespread popularity of programs for first-year students is due, in large part, to studies showing that participation
in first-year programs is significantly related to students’ academic success. Because students choose to participate in first-year
programs, self-selection effects prevent researchers from making causal claims about the outcomes of those programs. The present
research examined the effects on first-semester grades of students participating in themed learning communities at a research
university in the Midwest. Results indicated that membership in themed learning communities was positively associated with
higher grade point averages, even after controlling for entering ability, application date, gender, and first-generation/low-income
status. However, when instrumental variables were introduced to account for self-selection, the effects of themed learning
communities on grades were not statistically significant. The results have implications for campus leaders and assessment
practitioners who are working to develop methods for understanding the effects of programs designed to enhance the undergraduate
educational experiences on their campuses. 相似文献