The Gender Gap in College: Maximizing the Developmental Potential of Women and Men

By Judith Glazer-Raymo. 2008

170 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ef99889f845c34d21cca729b7d94a56be92b73a5

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Citations in the corpus

Parental Engagement and Contact in the Academic Lives of College Students (2009, background): “A strong sense of connection to family has been shown to promote healthy development during college (Samuolis, Layburn, & Schiaffino, 2001), though other research points to the importance of college women establishing independence from their families (Sax, 2008; Sax, Bryant, & Gilmartin, 2004).”
Exploring the Engineering Student Experience: Findings from the Academic Pathways of People Learning Engineering Survey (APPLES) (2010, background): “These types of motivational factors were suggested by Seymour and Hewitt (1997), Ryan and Deci (2000), and Eccles and Wigfield (2002).”
Sex differences in sports interest and motivation: An evolutionary perspective. (2015, result): “Similarly, studies of students’ recreational and extracurricular activities indicate that females’ lesser participation in sports largely reflects their higher prioritizing of other activities, such as schoolwork (George, 2010; Sax, 2008; see also Apostolou, 2014c).”
Measuring Student Involvement: A Comparison of Classical Test Theory and Item Response Theory in the Construction of Scales from Student Surveys (2011, background): “…scales that measure everything from academic challenge and student-faculty interaction to diversity experiences (cf. Astin 1993b; Chang et al. 2004; Chang et al. 2008; CIRP 2006; Cole 2007; Franklin 1995; Hurtado et al. 2008; Hurtado et al. 2007; NSSE 2000, 2008; Sax 2008; Sax et al. 2005).”
“But I’m Not Good at Math”: The Changing Salience of Mathematical Self-Concept in Shaping Women’s and Men’s STEM Aspirations (2015, background): “into STEM, college women in the United States continue to enroll in STEM majors at lower rates than men (Hill et al. 2010; Sax 2008).”
The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “…demonstrate that the impact of student–faculty interaction may differ by student gender (Colbeck et al. 2001; Kezar & Moriarty 2000; Kim & Sax 2009; Sax 2008; Sax et al. 2005), and others reveal differences by race (Cole 2004; Kim 2010; Kim & Sax 2009; Lundberg & Schreiner 2004; Mayo et al. 1995).”