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Classroom Practices that Influence P...

Woodson, Lorie A.

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Classroom Practices that Influence Persistence of Women in STEM: A Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Classroom Practices that Influence Persistence of Women in STEM: A Case Study./
Author:	Woodson, Lorie A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	170 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10743666
ISBN:	9780355909081

Classroom Practices that Influence Persistence of Women in STEM: A Case Study.
Woodson, Lorie A.

Classroom Practices that Influence Persistence of Women in STEM: A Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 170 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--University of Hartford, 2018.

This study explored and described women's perceptions of faculty classroom practices, and whether and how those practices influenced their decisions to persist in science, technology, engineering, and mathematics (STEM) disciplines. Qualitative data were collected via interviews with seven women participants in STEM disciplines at a single University in the Northeastern United States. Data were analyzed using Chickering and Gamson's (1987) seven principles of good practice in undergraduate education to examine participants' reports of their experiences with faculty practices in the classroom, and the results provide a model for explaining the persistence of women in STEM. Overall, the participants in this study revealed that the kind and quality of student-faculty interactions resulting from the pedagogical choices faculty used in the classroom greatly impacted students' perceptions of faculty approachability. The perceived approachability of faculty subsequently impacted participants' out of classroom experiences with both faculty and peers; which had the potential to influence their decisions regarding persistence in STEM disciplines. Recommendations for practice include faculty and institutional emphasis on developing effective classroom teaching practices that promote positive student-faculty interactions in the classroom. Recommendations for future research include exploration of the impact of racial diversity on student-faculty interactions in the classroom for women in STEM disciplines.

ISBN: 9780355909081Subjects--Topical Terms:

641065
Higher education.

Classroom Practices that Influence Persistence of Women in STEM: A Case Study.
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520 $a This study explored and described women's perceptions of faculty classroom practices, and whether and how those practices influenced their decisions to persist in science, technology, engineering, and mathematics (STEM) disciplines. Qualitative data were collected via interviews with seven women participants in STEM disciplines at a single University in the Northeastern United States. Data were analyzed using Chickering and Gamson's (1987) seven principles of good practice in undergraduate education to examine participants' reports of their experiences with faculty practices in the classroom, and the results provide a model for explaining the persistence of women in STEM. Overall, the participants in this study revealed that the kind and quality of student-faculty interactions resulting from the pedagogical choices faculty used in the classroom greatly impacted students' perceptions of faculty approachability. The perceived approachability of faculty subsequently impacted participants' out of classroom experiences with both faculty and peers; which had the potential to influence their decisions regarding persistence in STEM disciplines. Recommendations for practice include faculty and institutional emphasis on developing effective classroom teaching practices that promote positive student-faculty interactions in the classroom. Recommendations for future research include exploration of the impact of racial diversity on student-faculty interactions in the classroom for women in STEM disciplines.
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