Strategies for Maintaining Positive Student Attitudes toward Science and Technology – an Empirical Study

Kenton Machina (Philosophy, now; Andes Chair in Gen Ed at the time of the study)

Anu Gokhale (Technology)

Ratios of Undergrad Majors by Sex in ISU STEM Departments, Fall 06

0

2

4

6

8

10

12

Biochem Bio Sci Chemistry Geology Info Tech Math Ed Math --non Ed Physics Technology

Departments/Programs

Mal

e / f

emal

e Ra

tios

Males

Females

What do we know? What do we know?

In the early grades, male and female In the early grades, male and female interest in science is about equal.interest in science is about equal.

During middle school through high school, a During middle school through high school, a marked gender gap develops with respect marked gender gap develops with respect to those fields of science and technology (S to those fields of science and technology (S & T) that are male-dominated.& T) that are male-dominated.

But what happens in college freshmen? This But what happens in college freshmen? This study aimed to find out.study aimed to find out.

Overview: Pathways Project at Overview: Pathways Project at ISUISU

(Thanks to NSF. Your tax dollars at (Thanks to NSF. Your tax dollars at work.)work.) Participants (Fall 2004)Participants (Fall 2004)

375 first-semester students enrolled in 375 first-semester students enrolled in Foundations of Inquiry. 50-50 male/female ratioFoundations of Inquiry. 50-50 male/female ratio

16 participating course sections, taught by 13 16 participating course sections, taught by 13 faculty. Every section focused on its own topics. faculty. Every section focused on its own topics.

Foundations of Inquiry (freshman seminar)Foundations of Inquiry (freshman seminar) Section size = 30Section size = 30

Aims: develop critical thinking skills, information Aims: develop critical thinking skills, information literacy skills, student engagement in collegeliteracy skills, student engagement in college

Overview: Pathways Project at Overview: Pathways Project at ISUISU22

Sections fall in three Groups (A, B, C)Sections fall in three Groups (A, B, C)

Group AGroup A 5 sections, 102 students participating5 sections, 102 students participating Minimum of 4 weeks looking at arguments Minimum of 4 weeks looking at arguments

pertaining to a theme involving science pertaining to a theme involving science and technology in human lifeand technology in human life

7 informal show-and-tell sessions outside 7 informal show-and-tell sessions outside of class with S & T professionals talking of class with S & T professionals talking about their workabout their work

Overview: Pathways Project at Overview: Pathways Project at ISUISU33

Group B sectionsGroup B sections 4 sections, 102 participants4 sections, 102 participants Minimum of 4 weeks looking at arguments Minimum of 4 weeks looking at arguments

pertaining to a theme involving S & T in human lifepertaining to a theme involving S & T in human life No meetings with S & T professionalsNo meetings with S & T professionals

Group C sections (Control)Group C sections (Control) 7 sections, 171 participants7 sections, 171 participants No special S & T emphasis. No meetings with S & No special S & T emphasis. No meetings with S &

T professionals.T professionals.

Pathways Project at ISU: Pathways Project at ISU: Attitude ScaleAttitude Scale

Created, tested, modified an attitude scale Created, tested, modified an attitude scale to be administered in classto be administered in class Based on existing scales, adding items Based on existing scales, adding items

regarding female participation in S & Tregarding female participation in S & T 30 items using 5-point Likert scale30 items using 5-point Likert scale

Sample itemsSample items Science and technology courses make Science and technology courses make

significant contributions to one’s education.significant contributions to one’s education. Technological development creates an artificial Technological development creates an artificial

and inhuman way of living.and inhuman way of living. Males tend to have more natural talent for Males tend to have more natural talent for

science and technology than females have.science and technology than females have.

Factor Analysis of the ScaleFactor Analysis of the Scale

1.1. Interest in gaining knowledge about S & TInterest in gaining knowledge about S & T(8 items in this factor) ((8 items in this factor) ( = .71) = .71)

2.2. S & T is dangerous to humankindS & T is dangerous to humankind(4 items) ((4 items) ( = .63) = .63)

3.3. S & T is beneficial to humankindS & T is beneficial to humankind(5 items) (5 items) (( = .75) = .75)

4. Female participation in S & T is appropriate(5 items) ( = .75) = .75)

5. Males and females have equal opportunity in S & T fields

(3 items) ((3 items) ( = .67) = .67)

Lowest loading of any item on its Factor = .45; these 5 Factors accounted Lowest loading of any item on its Factor = .45; these 5 Factors accounted for approx. 2/3 of the variance. Factor analysis based on n of 535. for approx. 2/3 of the variance. Factor analysis based on n of 535.

Results: Results: Significant Changes Pre- to Post Significant Changes Pre- to Post

(p<.05)(p<.05)

Group A (Course content plus meetings)Group A (Course content plus meetings) No measurable attitude changesNo measurable attitude changes

Group B (Course content only)Group B (Course content only) Negative change in FEMALES with respect Negative change in FEMALES with respect

to appropriateness of S & T for females to appropriateness of S & T for females (p<.0001)(p<.0001)

No other measurable attitude changesNo other measurable attitude changes

ResultsResults22: : Significant Changes Pre-to-Post Significant Changes Pre-to-Post

(where p<.05)(where p<.05)

Group C (No content; no meetings)Group C (No content; no meetings) No measurable changes in attitudes of MALE studentsNo measurable changes in attitudes of MALE students Significant changes in FEMALE student attitudesSignificant changes in FEMALE student attitudes

Loss of interest in gaining S & T knowledge (p<.02)Loss of interest in gaining S & T knowledge (p<.02) Growing sense that S & T is dangerous (p<.002)Growing sense that S & T is dangerous (p<.002) Loss of sense that S & T is beneficial (p<.045)Loss of sense that S & T is beneficial (p<.045) Declining sense that S & T is appropriate for females Declining sense that S & T is appropriate for females

(p<.042)(p<.042) Declining perception of equal opportunity for females Declining perception of equal opportunity for females

in S & T fields (p<.001)in S & T fields (p<.001)

Conclusions Conclusions

What do you make of all this? What do you make of all this? Do you find it disturbing?Do you find it disturbing?

If you are in the sciences, does If you are in the sciences, does this tell you something about this tell you something about what you should be doing in what you should be doing in

order to order to open up S & T opportunities open up S & T opportunities

for female students? for female students?

If you are not in the If you are not in the sciences, what does this sciences, what does this

mean to YOU?mean to YOU?

Are there lessons here for Are there lessons here for your own work?your own work?