Broadening Female Participation in Science, Technology, Engineering, and Mathematics: Experiences at Community Colleges

Autor/inn/en	Starobin, Soko S.; Laanan, Frankie Santos
Titel	Broadening Female Participation in Science, Technology, Engineering, and Mathematics: Experiences at Community Colleges
Quelle	In: New Directions for Community Colleges, (2008) 142, S.37-46 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0194-3081
DOI	10.1002/cc.323
Schlagwörter	Community Colleges; College Students; Minority Groups; Females; Science Education; Technology Education; Engineering Education; Mathematics Education; Social Support Groups; Academic Aspiration; Occupational Aspiration; Disproportionate Representation; Learning Experience; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Community college; Community College; Collegestudent; Ethnische Minderheit; Weibliches Geschlecht; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Mathematische Bildung; Social support; Soziale Unterstützung; Berufsneigung; Berufsziel; Lernerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Over the past few decades, community colleges have helped increase the representation of female and minority students in the fields of science, technology, engineering, and mathematics (STEM). Flexible schedules, low tuition, proximity to jobs, and open access admissions make community colleges attractive to a diverse student body, especially female graduates who are attempting to manage families, education, and sometimes, jobs. However, to date, little research has focused on women enrolled in community colleges and their decision to pursue a STEM baccalaureate degree. To fulfill the void in the literature, this article presents findings from interviews with female community college students in STEM fields regarding their learning experiences, interaction with faculty, and educational and career aspirations. It also discusses implications for practice and policy to facilitate female participation in STEM. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10