A Perspective of Gender Differences in Chemistry and Physics Undergraduate Research Experiences

The loss of talented women from the science, technology, engineering, and mathematics (STEM) pipeline has been widely recognized within science education as a pressing issue, particularly in the physical sciences. To provide a gender-based perspective of a popular educational device, the present stu...

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Bibliographic Details
Published in:Journal of chemical education 2012-10, Vol.89 (11), p.1364-1370
Main Authors: Harsh, Joseph A, Maltese, Adam V, Tai, Robert H
Format: Article
Language:English
Subjects:
Chemical Education Research
Chemistry
College Science
College students
Education
Females
Gender aspects
Gender Differences
Gender Issues
Graduate schools
Graduate Students
Graduate studies
Graduate Study
Learning
Males
Mathematics
Men
Occupations
Organic chemistry
Physical sciences
R&D
Research & development
Research programs
Science education
Science Instruction
Science Interests
Scientific Research
Self Efficacy
STEM Education
Student Interests
Student Research
Undergraduate Study
Women
Womens Education
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Summary:The loss of talented women from the science, technology, engineering, and mathematics (STEM) pipeline has been widely recognized within science education as a pressing issue, particularly in the physical sciences. To provide a gender-based perspective of a popular educational device, the present study evaluated undergraduate research experiences (UREs) from a longitudinal perspective in respect to participation, learning enhancements, and contribution to the pursuit of a postgraduate education. Data from practicing scientists and graduate students indicated that women were more likely to participate in these research programs than their male counterparts. Of those who had participated (n = 1829), similar patterns in conferred gains for men and women were reported; however, gender-based variations were observed within items associated with self-efficacy, science interest, and the practice of authentic research. Women were found to identify UREs as a primary reason for entering graduate school at a significantly higher rate than their male counterparts. Results of this study suggest the long-term efficacy of UREs as a gateway for women interested in STEM careers and provide support in justifying research programs and initiatives for women in traditionally male-dominated fields.
ISSN:0021-9584
1938-1328
DOI:10.1021/ed200581m