دانلود رایگان مقاله لاتین تفاوت جنسیتی در علایق دانشجویان از سایت الزویر
عنوان فارسی مقاله:
تفاوت های جنسیتی در علایق حرفه ای دانشجویان مقطع کارشناسی ارشد: اهداف افراد
عنوان انگلیسی مقاله:
Gender differences in STEM undergraduates' vocational interests: People–thing orientation and goal affordances
سال انتشار : 2015
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بخشی از مقاله انگلیسی:
2. Method 2.1.
Participants The sample initially included 2139 undergraduate students (53.9% Male) recruited from STEM courses at two different public universities in the U.S., one in the Southeast (73%) and the other in the Midwest. The classes were those typically taken by STEM majors (e.g., computer science, mathematics, engineering, physics, geology, biology, and chemistry). The classes were non-introductory undergraduate courses, generally geared for second and third year students. The majority of the respondents were non-Hispanic White (80.4%), but they also included 9.6% African American or Black, 3.4% Asian, and 1.5% Latino. Participants were at various stages in college, with 28.3% in the first year, 30.1% in the second, 20% in the third, and 21.5% in the fourth year or more. With respect to age, 18.4% were 18 years or younger, 28.7% were 19, 20.3% were 20, 14.4% were 21, and the remainder were 22 years or older. Only students who specified a STEM or health major were included in this study. To indicate their major, students either selected from a list of majors or specified their major when it was not included in the list. Students were grouped into four major groups: a) CEMP (computer science, engineering, mathematics, and physical sciences which included physics, geology, geography, and chemistry), b) Biology, c) Health (nursing, nutrition, community health, and athletic training) and d) all other majors. Only students in CEMP, Biology or Health majors were included in the current analyses. Students double majoring across more than one of these categories (e.g., Engineering and Biology) were also excluded from the analyses. The final sample for the study included a total of 1848 students, which included 1072 CEMP majors (26.8% female), 485 Biology majors (58.1% female), and 291 Health majors (75.6% female). These students were similar to the larger sample with respect to race/ethnicity (81.2% non-Hispanic White, 9.7% African American or Black, 3% Asian, and 1.4% Latino), year in school (27.9% first year, 30.6% second year, 19.4% third year, and 21.7% in the fourth year or more) and age (17.8% were 18 years or younger, 29.2% were 19 years, 19.9% were 20 years, 14.3% were 21 years, and the remainder were 22 years or older). Sample sizes varied across each analysis because some participants failed to complete all measures. 2.2. Procedure After obtaining the approval from the university Institutional Review Board and the permission of course instructors, two procedures were used to recruit this sample. First, researchers went to STEM class sessions to administer the questionnaire. The researchers gave a brief overview of the purpose of the study and asked students to read consent information. Students wishing to participate stayed after class to complete the questionnaire at their own pace. For the second procedure, students were emailed from course enrollment lists and provided with comparable information as in the face-to-face condition. Ten percent of the students were recruited in this way. Including sample site and recruitment procedures in the analyses described below had very little impact on the findings, consistently yielding effect sizes less than 1%. Consequently, for the sake of parsimony these factors were not included in the analyses. Students completed the questionnaire at their own pace, taking approximately 15 min. The questionnaire included several measures related to gender roles, life goals, and career interests; however, only measures pertinent to the current research questions are described below. Participants also reported their gender, age, and race, choosing from categories provided on the questionnaire. 2.3. Instruments 2.3.1. People and thing orientation People and thing orientation was measured by an adapted version of People–Thing Orientation scale (Graziano et al., 2011). Participants rated how much they enjoyed different activities that involved people or things on a 5-point scale, 1 = not enjoy at all to 5 = enjoy very much. We reduced the number of items on this measure so that a wide range of constructs could be evaluated in a short period of time on the survey. Eight items with the highest factor loadings on the original 13-item measure (Graziano et al., 2011) were selected in the present study (Appendix A), including four items on PO (e.g., “Make the first attempt to meet a new neighbor”) and four items on TO (e.g., “Stop to watch a machine working on the street”) respectively. In a factor analysis with the original instrument, Graziano et al. (2012) reported that PO explained 26.62% variance and TO explained 26.05% variance. The correlation between PO and TO was also low, r(633) = .35, and Cronbach's alpha for PO and TO was .80, .88 respectively. In this study, factor analysis of the shortened instrument confirmed two factors underlying the measure, People Orientation (PO, 24.9% variance explained) and Thing Orientation (TO, 38.5% variance explained). The correlation between PO and TO was low, r(1832) = −.028, consistent with the Graziano et al. (2011, 2012) findings that PO and TO are independent scales. An additional follow-up study with a portion of this sample indicated a one year test–retest correlation of r(318) = .82, and .67, for PO and TO, respectively. The estimated internal consistency reliability of PO and TO abbreviated scales was .66 and .89 respectively. One explanation for the modest reliability coefficient for the abbreviated PO scale is that the sample for this study is not representative of students with a wide range of majors and career interests, as was the case for the original scale development.
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کلمات کلیدی:
All STEM fields are not created equal: People and things interests ... https://www.ncbi.nlm.nih.gov › NCBI › Literature › PubMed Central (PMC) by R Su - 2015 - Cited by 28 - Related articles Feb 25, 2015 - We found gender differences in interests to vary largely by STEM field, with the ... (2009) examined gender differences in vocational interests and two ..... in an interest inventory technical manual (middle school students or ... Expanding Women's Participation in STEM - Sep 11, 2016 journals.sagepub.com/doi/abs/10.1177/1069072716665822 by NA Falk - Cited by 2 - Related articles Using integrative career profiles of 448 potential and declared STEM majors, we ..... Gender differences in STEM undergraduates' vocational interests: ... Predicting High School Students' Interest in Majoring in a STEM Field ... https://ejournals.lib.vt.edu/JCTE/article/view/571/809 by E Lichtenberger - 2012 - Cited by 20 - Related articles A review of factors that impact high school students' interest in STEM fields led to the ... It has been argued that increasing access to high school career and ... are still less likely to enter into a STEM major or occupation in comparison to men.
