Gender and Ethnicity Differences in Freshmen Engineering Student Attitudes: A Cross‐Institutional Study *

By M. Besterfield-Sacre, Magaly Moreno, L. Shuman, C. Atman. 2001

231 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7c5aeb1c372df8f304c5328810d1af06679b6004

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Outcomes of a Longitudinal Administration of the Persistence in Engineering Survey (2010, background): “Besterfield-Sacre et al. (1995, 1997, 2001) developed the Pittsburgh Freshman Engineering Attitudes Survey (PFEAS) in order to understand how “students’ initial attitudes about engineering and their abilities” may relate to attrition in engineering.”
Predicting STEM Degree Outcomes Based on Eighth Grade Data and Standard Test Scores (2010, background): “A subsequent study by Besterfield-Sacre et al. (2001) built upon this analysis by examining differences in attitudes among freshmen engineering students by ethnicity and gender across 17 institutions.”
The Effect of Gender and Race Intersectionality on Student Learning Outcomes In Engineering (2015, background): “A survey of 1,723 engineering students found that women place a higher value than men on oral communication skills, and that women more often rely on interpersonal sources for information gathering (Besterfield-Sacre et al., 2001).”
Using the Social Cognitive Theory Framework to Chart Gender Differences in the Developmental Trajectory of STEM Self-Efficacy in Science and Engineering Students (2020, background): “self-efficacy toward both success in engineering classes and the profession than women (Besterfield-Sacre et al. 2001; Cech et al. 2011; Hackett et al. 1992; Jagacinski 2013; Vogt et al. 2007).”
The Use of Discriminant Analysis to Investigate the Influence of Non‐Cognitive Factors on Engineering School Persistence (2005, background): “The authors concluded that effective persistence models change as the engineering student progresses through the college curriculum.”
Factors Influencing the Self‐Efficacy Beliefs of First‐Year Engineering Students (2006, background): “…study (17 institutions), Besterfield-Sacre et al. [24] noted that at the end of their freshman year, female engineering students maintained lower confidence in their basic engineering knowledge and skills, problem-solving abilities, and overall engineering abilities than male engineering students.”
Women Engineering Students and Self‐Efficacy: A Multi‐Year, Multi‐Institution Study of Women Engineering Student Self‐Efficacy (2009, background): “Further, these studies vary based on the number of institutions examined (most were single institution) and few studies gathered data from the same students more than once (Besterfield-Sacre et al., 2001 is an exception).”
Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines (2016, unknown): “Engineering LO S: 1983 Ma M [54] C: NA I: 1 ? S: 147 Ma M [55] C: 5 I: 1 LL S:288 Ma M [56] C: NA I: 1 LL and LO S: 6180 Ma M [57] C: NA I:15 LL S:121 Ma M [29] C: NA I: 1 LL S: 117 Ma M [58] C: 1 I: 1 LL and UL S: 726 Ma 1⁄4 or M [59] C: NA I: 1”
Breaking it Down: Engineering Student STEM Confidence at the Intersection of Race/Ethnicity and Gender (2014, background): “While one study found that Hispanic students had significantly higher ratings than White students regarding general impressions of engineering (Besterfield-Sacre et al. 2001), more research focused on the perceptions of underrepresented minority engineering students is required to inform and…”
An Analysis of Motivation Constructs with First‐Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans (2010, background): “…also reported lower levels of competence than men in physics and mathematics (Zastavker, Ong, and Page, 2006), lower levels of confidence in technology-related skills (Pieronek, McWilliams, and Silliman, 2003), and lower levels of confidence in engineering skills (Besterfield-Sacre et al., 2001).”