Student Support
Student support networks, mentoring and faculty support add up to retention of women in technology and science.
Two years after implementing a cross-year mentoring scheme, the percentage of female students retained into their third year in the University of Lincoln's Department of Computing and Informatics (DCI) increased from 25% to 100%.
Download the article from the International Journal of Gender, Science and Technology.
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Boldyreff, C., & Massey, E. M. (2009). Evolution of a Cross-year Mentoring Scheme. International Journal of Gender, Science and Technology, 1(1), 138-144. Retrieved from http://genderandset.open.ac.uk/index.php/genderandset/article/view/31 |
This SAME-TEC pre-conference workshop guide includes worksheets to help you create a blueprint for a recruitment program, design a learning community, design a mentoring program, and match mentors with participating students. The guide also includes descriptions and links to recruitment, retention, and mentoring program case studies, example websites, and resources.
Download the guide from the Gender Equity Collaborative website.
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Semmer, M., & Anderson, A. (2008). Prospecting for Gold: Strategies for Recruiting and Retaining Students in Emerging Technologies SAME-TEC Pre-Conference Workshop. Austin, TX: Gender Equity Collaborative. Retrieved from http://www.genderequitycollaborative.org/SAME-TEC_Materials.pdf |
This comprehensive guide to starting and maintaining a mentoring initiative will teach you how to create a vital program.
In this article, Dr. Nilanjana Dasgupta shares her research on how female role models and peers can inoculate female STEM students against some of the factors that can push women out of STEM programs. She points to research showing that: 1) Female STEM teachers can act as female role models that enhance the positive attitudes women and girls hold towards STEM; 2) Reading success stories of female role models in STEM can have the same positive impact on female students; 3) Ideal female role models are easy to relate to and have success stories that feel achievable; 4) Peer mentors – regardless of gender – can boost self-confidence, performance expectations, and career aspirations of first year female college students; 5) Assigning female STEM students – especially beginning students – to work on teams that are at least half women can help female students feel less anxious, more confident, and more committed to a STEM career than women on a team that is over 50% male; and, 6) Timing is critical when it comes to these types of interventions. Research suggests that first-year female STEM students benefit more from female role models than women further along in their STEM studies. Dr. Dasgupta gives specific recommendations on how to put this research into practice in the STEM classroom in the full article.
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Dasgupta, N. (2015). Role models and peers as a social vaccine to enhance women's self-concept in STEM. The American Society for Cell Biology. Retrieved from http://www.ascb.org/role-models-and-peers-as-a-social-vaccine-to-enhance-womens-self-concept-in-stem/ |
For female students, mentoring can be critical to sticking with their engineering education. This article reviews the literature on successful mentoring programs and examines strategies such as peer-, multiple- and collective mentoring that may work for women.
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Chesler, Naomi C., and Mark A. Chesler. "Gender-Informed Mentoring Strategies for Women Engineering Scholars: On Establishing a Caring Community," Journal of Engineering Education (2002):49-55. American Association for Engineering Education. |
The WomenTech Educators Training got us thinking intentionally about who we were going to target for outreach, how we were going to target them, and how we would follow up to make sure we had actual results linked to the different programs and events that we were holding. Since then, it has grown organically and blossomed into something that our college just does naturally.
I think getting together as a team with intention—because we're all so busy—and developing a written plan that we could stick to was what made all the difference. I don’t think we would have ever done that if it wasn't for the WomenTech Educators Training.