July 26, 2021
July 26, 2021
July 19, 2022
The under-representation of women and minorities in Science, Technology, Engineering and Mathematics (STEM) is a growing concern. To explore whether cyberbullying contributes to this lack of participation, this study investigated the relationships between race, gender, and college major with reports of cyberbullying. The results of a cross-tabulation analysis of 402 surveys, 93% of which were completed by current students, revealed statistically significant differences in cyberbullying by major and gender, with non-STEM majors showing a higher incidence of cyberbullying than STEM majors, and women in all majors being cyberbullied at a higher rate than men. Although race was not a significant contributor to cyberbullying for the entire sample, the results indicated that minorities in STEM majors were cyberbullied at a higher rate than non-minorities. Implications for the study are presented and suggestions for future research are discussed. To our knowledge, this is the first study to identify possible connections between the environmental factor of cyberbullying and the underrepresentation of women and minorities in STEM fields. It is important to identify all possible social and environmental filters that remove women and minorities from the STEM pipeline as part of the attempt to expand the number of underrepresented categories in STEM professions. Our findings are one more step in that direction. As the United States and other countries struggle with issues of diversity, equity and inclusion, to identify factors affecting them, and determine how they can be most effectively addressed, becomes an ethical imperative for those in the STEM professions.
McCullough, C. L., & Chesser, S., & O'Leary, B. J., & Weathington, B. L. (2021, July), STEM, Gender, Ethnicity, and Cyberbullying Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37728
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015