The mostly female student body at Bronx Community College is very low income; the majority of students qualify for financial aid. Short, intensive courses in basic skills combined with student support significantly improved their grades and retention.

Source:

Finkelstein, Jason A., "Maximizing Retention for At-Risk Freshmen: The Bronx Community College Model," 2002.

Fifty-one members of the Women in Technology club at Purdue University share their experiences. Find out what they gain from the club and what they need from faculty.

Source:

Wasburn, Mara H., and Susan G. Miller. "Retaining Undergraduate Women in Science, Engineering, and Technology: A Survey of a Student Organization," Journal of College Student Retention: Research, Theory and Practice 6(2):155-168 (2004-2005).

Dr. Linda Kekelis and Jeri Countryman of Techbridge, an after-school and summer program designed to encourage girls in technology, science and engineering, discuss practical strategies and resources that will help teachers, Girl Scout Leaders and after-school program providers to conduct outreach.

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Over 380 female undergraduate engineering and technology students were surveyed on eight categories including demographics, role models, and scenarios that might make a female student more comfortable studying engineering. One important result from the survey is that female students who had four to six female professors were more likely to report having an educational or career role model (55.8%) compared to those who had only one to three female professors (50.7%) or no female professors (46.0%).

Source:

Bauer, I. (2008). The Need for Female Role Models in Engineering Education. Conference Proceedings of the WEPAN 2008 National Conference Gateway to Diversity: Getting Results Through Strategic Communications (pp. 1-21). St. Louis, Missouri: Women in Engineering ProActive Network (WEPAN). Retrieved from http://dpubs.libraries.psu.edu/DPubS?service=UI&version=1.0&verb=Display&page=toc&handle=psu.wepan/1213196242