Despite efforts to recruit and retain more women, a stark gender disparity persists within academic science. Abundant research has demonstrated gender bias in many demographic groups, but has yet to experimentally investigate whether science faculty exhibit a bias against female students that could contribute to the gender disparity in academic science. In a randomized double-blind study (n = 127), science faculty from research-intensive universities rated the application materials of a student—who was randomly assigned either a male or female name—for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant. These participants also selected a higher starting salary and offered more career mentoring to the male applicant. The gender of the faculty participants did not affect responses, such that female and male faculty were equally likely to exhibit bias against the female student. Mediation analyses indicated that the female student was less likely to be hired because she was viewed as less competent. We also assessed faculty participants’ preexisting subtle bias against women using a standard instrument and found that preexisting subtle bias against women played a moderating role, such that subtle bias against women was associated with less support for the female student, but was unrelated to reactions to the male student. These results suggest that interventions addressing faculty gender bias might advance the goal of increasing the participation of women in science.

/pdf/science-faculty-s-subtle-gender-biases-favor-male-students-1999g000ej.pdf

Science faculty’s subtle gender biases favor male students

/pdf/social-capital-a-theory-of-social-structure-and-action-4m7poq6byy.pdf

Social capital: a theory of social structure and action

The American Community College.

Where's the Learning in Service-Learning?

The Course-Based Undergraduate Research Experiences Network (CUREnet) was initiated in 2012 with funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. CUREnet aims to address topics, problems, and opportunities inherent to integrating research experiences into undergraduate courses. During CUREnet meetings and discussions, it became apparent that there is need for a clear definition of what constitutes a CURE and systematic exploration of what makes CUREs meaningful in terms of student learning. Thus, we assembled a small working group of people with expertise in CURE instruction and assessment to: 1) draft an operational definition of a CURE, with the aim of defining what makes a laboratory course or project a “research experience”; 2) summarize research on CUREs, as well as findings from studies of undergraduate research internships that would be useful for thinking about how students are influenced by participating in CUREs; and 3) identify areas of greatest need with respect to CURE assessment, and directions for future research on and evaluation of CUREs. This report summarizes the outcomes and recommendations of this meeting.

https://espace.library.uq.edu.au/view/UQ:324924/Auchincloss_2014_CURE_meeting_report.pdf

Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report.

Researchers are beginning to understand that there are some differential effects on students in relation to exposure to part-time faculty; one possible explanation may be differences depending on program area. This study explores whether exposure to part-time faculty differentially affects students’ likelihood of transferring across academic program areas. The findings confirm prior research identifying a negative relationship between students’ instructional time with part-time faculty and their probability of transferring from a community college to a 4-year institution; however, the results indicated no differential effects of exposure to part-time faculty depending on program area. As scholars highlight differences among part-time faculty depending on academic discipline, this research suggests that these differences do not translate into differential effects on students’ likelihood of transferring.

Navigating the Transfer Process Analyzing the Effects of Part-Time Faculty Exposure by Academic Program

Racial discrimination and student–faculty interaction in STEM: Probing the mechanisms influencing inequality.

Background/ContextSeveral studies have identified that applicants who apply to college via early admissions programs tend to be White and affluent Because researchers have also identified benefits

Who Goes Early?: A Multi-Level Analysis of Enrolling via Early Action and Early Decision Admissions.

Background/ContextAs opportunities for public and private single-sex education have expanded, the debate surrounding this issue has become more heated. Recent reviews of research on single-sex educ...

https://www.tcrecord.org/books/pdf.asp?ContentID=16737

The Role of Single-Sex Education in the Academic Engagement of College-Bound Women: A Multilevel Analysis.

There is limited research about the validity and reliability of civic engagement indicators. This study examines the measurement invariance of a Civic Values construct based on students’ responses on the 2000 Freshman Survey and 2004 College Senior Survey, which are both part of the Cooperative Institutional Research Program (CIRP). Results show that eight items best estimate Civic Values, and these items are stable across time points. Also, Civic Values are more diffuse during students’ freshman year and more correlated during their senior year. Explanations about elements of the collegiate environment that may affect growth on the items that measure Civic Values are also discussed.

M. Kevin Eagan

Papers

Navigating the Transfer Process Analyzing the Effects of Part-Time Faculty Exposure by Academic Program

Racial discrimination and student–faculty interaction in STEM: Probing the mechanisms influencing inequality.

Who Goes Early?: A Multi-Level Analysis of Enrolling via Early Action and Early Decision Admissions.

The Role of Single-Sex Education in the Academic Engagement of College-Bound Women: A Multilevel Analysis.

Assessing the Psychometric Properties of Civic Values