The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses

Women are more likely to leave science, technology, engineering, and mathematics compared to men, in part because they lack similar role models such as peers, teaching assistants, and instructors. We examined the effect of a brief, scalable online intervention that consisted of a letter from a femal...

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Veröffentlicht in:	Basic and applied social psychology Jg. 38; H. 5; S. 258 - 268
Hauptverfasser:	Herrmann, Sarah D., Adelman, Robert Mark, Bodford, Jessica E., Graudejus, Oliver, Okun, Morris A., Kwan, Virginia S. Y.
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Mahwah Psychology Press 02.09.2016
Schlagworte:	Academic Achievement Academic Failure Academic staff Achievement Tests Brief interventions Chemistry College Students Control Groups Engineering Experimental Groups Female roles Females Gender Differences Grades (Scholastic) Hypothesis Testing Intervention Introductory Courses Investments Learning outcomes Letters (Correspondence) Mathematics Men Psychology Role Models Science and technology STEM Education Student Surveys Teaching Teaching assistants Technology Women
ISSN:	0197-3533, 1532-4834, 1532-4834
Online-Zugang:	Volltext
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