IDEAS home Printed from https://ideas.repec.org/a/spr/reihed/v62y2021i4d10.1007_s11162-020-09609-5.html
   My bibliography  Save this article

Women’s Daily Performance, Enjoyment, and Comfort in Male-Dominated Majors: The Role of Social Interactions in Classes

Author

Listed:
  • Katie M. Lawson

    (Ball State University)

Abstract

Women drop out of male-dominated majors (MDMs) at a higher rate than men (Blickenstaff 2005). Research is needed to better understand contextual factors in the major, such as social interactions in major classes, that may increase women’s engagement in MDMs and ultimately reduce attrition (Lawson et al. in Sex Roles 78:542–560, 2018). The present study examined whether women in MDMs differed from men in MDMs and women in gender-neutral majors (GNMs) in terms of (1) levels of daily student engagement in major classes; and (2) the association between daily social interactions in classes and student engagement. Daily data were collected from 120 students (40 women in MDMs, 40 men in MDMs, 40 women in GNMs) about social interactions (talking to a peer, interacting with a professor one-on-one, and class discussions) and student engagement (perceived performance, enjoyment, and feelings of comfort) in major classes at the end of the day over a two week period. Results indicated that women in MDMs reported lower levels of daily engagement in major classes, relative to their peers. Talking with a peer and class discussions were associated with higher levels of student engagement, but these associations were qualified by group. Overall, the daily association between social experiences and student engagement were stronger for women in MDMs, relative to their peers. Results support the social-contextual model of prejudice (Murphy et al in Policy Insights Behav Brain Sci 5:66–74, 2018) in that classroom experiences disadvantaged women in MDMs, but daily social interactions may be particularly beneficial for women in these contexts.

Suggested Citation

  • Katie M. Lawson, 2021. "Women’s Daily Performance, Enjoyment, and Comfort in Male-Dominated Majors: The Role of Social Interactions in Classes," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(4), pages 478-497, June.
  • Handle: RePEc:spr:reihed:v:62:y:2021:i:4:d:10.1007_s11162-020-09609-5
    DOI: 10.1007/s11162-020-09609-5
    as

    Download full text from publisher

    File URL: http://link.springer.com/10.1007/s11162-020-09609-5
    File Function: Abstract
    Download Restriction: Access to the full text of the articles in this series is restricted.

    File URL: https://libkey.io/10.1007/s11162-020-09609-5?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Erin A. Cech & Mary Blair-Loy, 2019. "The changing career trajectories of new parents in STEM," Proceedings of the National Academy of Sciences, Proceedings of the National Academy of Sciences, vol. 116(10), pages 4182-4187, March.
    2. Isphording, Ingo E. & Qendrai, Pamela, 2019. "Gender Differences in Student Dropout in STEM," IZA Research Reports 87, Institute of Labor Economics (IZA).
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Quan-Hoang Vuong & Thanh-Hang Pham & Trung Tran & Thu-Trang Vuong & Nguyen Manh Cuong & Nguyen Phuc Khanh Linh & Viet-Phuong La & Manh Toan Ho, 2020. "STEM education and outcomes in Vietnam: Views from the social gap and gender issues," Working Papers CEB 20-003, ULB -- Universite Libre de Bruxelles.
    2. Yanping Gong & Jian Li & Julan Xie & Long Zhang & Qiuyin Lou, 2022. "Will “Green” Parents Have “Green” Children? The Relationship Between Parents’ and Early Adolescents’ Green Consumption Values," Journal of Business Ethics, Springer, vol. 179(2), pages 369-385, August.
    3. Lavanya Rajendran & Namita Khandelwal & Jocelyne Feine & Effie Ioannidou, 2021. "Woman authorship in pre-print versus peer-reviewed oral health-related publications: A two-year observational study," PLOS ONE, Public Library of Science, vol. 16(12), pages 1-14, December.
    4. Fouarge, Didier & Heß, Pascal, 2023. "Preference-choice mismatch and university dropout," Labour Economics, Elsevier, vol. 83(C).
    5. Chise, Diana & Fort, Margherita & Monfardini, Chiara, 2019. "Scientifico! like Dad: On the Intergenerational Transmission of STEM Education in Italy," IZA Discussion Papers 12688, Institute of Labor Economics (IZA).
    6. Marcin Chlebus & Artur Nowak, 2023. "From Alchemy to Analytics: Unleashing the Potential of Technical Analysis in Predicting Noble Metal Price Movement," Working Papers 2023-13, Faculty of Economic Sciences, University of Warsaw.
    7. Judith M. Delaney & Paul J. Devereux, 2022. "Gender Differences in STEM Persistence after Graduation," Economica, London School of Economics and Political Science, vol. 89(356), pages 862-883, October.
    8. Delaney, Judith M. & Devereux, Paul J., 2021. "Gender and Educational Achievement: Stylized Facts and Causal Evidence," IZA Discussion Papers 14074, Institute of Labor Economics (IZA).
    9. Ho, Manh-Toan & La, Viet-Phuong & Nguyen, Minh-Hoang & Pham, Thanh-Hang & Vuong, Thu-Trang & Vuong, Ha-My & Pham, Hung-Hiep & Hoang, Anh-Duc & Vuong, Quan-Hoang, 2020. "An analytical view on STEM education and outcomes: Examples of the social gap and gender disparity in Vietnam," Children and Youth Services Review, Elsevier, vol. 119(C).
    10. Chris K Deak & Matthew D Hammond & Chris G Sibley & Joseph Bulbulia, 2021. "Individuals’ number of children is associated with benevolent sexism," PLOS ONE, Public Library of Science, vol. 16(5), pages 1-16, May.
    11. Anna Matysiak & Wojciech Hardy & Lucas van der Velde, 2023. "Structural Labour Market Change and Gender Inequality in Earnings," Working Papers 2023-12, Faculty of Economic Sciences, University of Warsaw.
    12. Speer, Jamin D., 2023. "Bye bye Ms. American Sci: Women and the leaky STEM pipeline," Economics of Education Review, Elsevier, vol. 93(C).
    13. Diana Chise & Margherita Fort & Chiara Monfardini, 2020. "Scientifico! like Dad: On the Intergenerational Transmission of STEM Education," FBK-IRVAPP Working Papers 2020-01, Research Institute for the Evaluation of Public Policies (IRVAPP), Bruno Kessler Foundation.
    14. Hartshorn, Jessica A. & Brockerhoff, Eckehard G. & Klapwijk, Maartje J. & Marzano, Mariella & Ganley, Rebecca J. & Darr, Molly N., 2023. "Attracting and retaining women in forest entomology and forest pathology," Forest Policy and Economics, Elsevier, vol. 154(C).
    15. Eunjeong Paek, 2023. "Does Overwork Attenuate the Motherhood Earnings Penalty among Full-Time Workers?," Work, Employment & Society, British Sociological Association, vol. 37(1), pages 78-96, February.
    16. Fernanda Staniscuaski & Arthur V. Machado & Rossana C. Soletti & Fernanda Reichert & Eugenia Zandonà & Pamela B. Mello-Carpes & Camila Infanger & Zelia M. C. Ludwig & Leticia Oliveira, 2023. "Bias against parents in science hits women harder," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-9, December.
    17. Raquel Fonseca & Marie Mélanie Fontaine & Catherine Haeck, 2021. "Le lien entre les compétences en numératie et les rendements sur le marché du travail au Québec," CIRANO Project Reports 2021rp-11, CIRANO.
    18. Gabriela Ortiz-Martínez & Patricia Vázquez-Villegas & María Ileana Ruiz-Cantisani & Mónica Delgado-Fabián & Danna A. Conejo-Márquez & Jorge Membrillo-Hernández, 2023. "Analysis of the retention of women in higher education STEM programs," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-14, December.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:spr:reihed:v:62:y:2021:i:4:d:10.1007_s11162-020-09609-5. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Sonal Shukla or Springer Nature Abstracting and Indexing (email available below). General contact details of provider: http://www.springer.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.