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Gender Equity Study Of Female Cet Students/Graduates At Georgia Southern University

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Conference

1999 Annual Conference

Location

Charlotte, North Carolina

Publication Date

June 20, 1999

Start Date

June 20, 1999

End Date

June 23, 1999

ISSN

2153-5965

Page Count

5

Page Numbers

4.273.1 - 4.273.5

Permanent URL

https://peer.asee.org/7691

Download Count

25

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Paper Authors

author page

Milan Degyansky

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3592

GENDER EQUITY STUDY OF FEMALE CET STUDENTS/GRADUATES AT GEORGIA SOUTHERN UNIVERSITY

MILAN E. DEGYANSKY GEORGIA SOUTHERN UNIVERSITY

In 1995 five universities in Georgia (Georgia Southern University, the University of Georgia, Georgia Institute of Technology, Georgia State University and Clark Atlanta University) and the AAUW of Georgia received a three year $800,000 National Science Foundation grant for a collaborative project titled Integrating Gender Equity and Reform (InGEAR.) The project investigated educational approaches and ways to increase gender-fair practices in preparing teachers, particularly in the areas of mathematics and sciences. A main objective of the project was to identify ways to make the fields of math and science more attractive to females or identify those issues that discourage females from following a career path in math and science so that they can be avoided. Each university used different methods to address the InGEAR theme.

At Georgia Southern University (GSU) yearlong workshops for faculty and academic support personnel were developed to address different elements of the project. A study was conducted to assess gender equity issues related to professions, salary and advancement nationwide and on campus. A library of research articles, teaching materials and teaching strategies was assembled. During the 1996-97 academic year, the second year of the project, a diverse (age, rank, sex, discipline) group of faculty and staff was selected to participate in six workshops. The workshops covered background material on gender bias in the classroom and laboratory settings, learning styles of women versus men, cultural/social expectations of females and personnel needs for the 21st century. Participants prepared gender based mini-projects based on texts and journal articles in their discipline and presented the results to subgroups of the workshop. One session was a small group hands-on problem solving session to demonstrate learning styles. A website (www2.gasou.edu/ingear) was created by the principal investigators to provide information about the InGEAR project.

During the second year of the InGEAR project each participant conducted a research project on a topic specific to his or her discipline. A small stipend was provided to pay for materials, travel or services. A few of the research topics included: attitudes of high school students toward women in construction, mentors and situated learning, attitudes toward calculators and distance learning, factors in selecting a technical career, women and creativity, sexism in history and improving overall attitudes in the mathematics classroom to name a few. An abstract

Degyansky, M. (1999, June), Gender Equity Study Of Female Cet Students/Graduates At Georgia Southern University Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/7691

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